^^ JNITED STATES BUREAU OF EDUCATION 

BULLZTIN. 1909: NO. 4 ----- - WHOLE ^4UMBER 404 



THE TEACHING STAFF OF SECONDARY 
SCHOOLS IN THE UNITED STATES 

AMOUNT OF EDUCATION 

LENGTH OF EXPERIENCE 

SALARIES 



By EX>WARD L. THORNDIKE 

TEACHERS COLLEGE 
COLUNfBIA UNIVERSITY 




I 



WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1909 




Book L ' 



/^^ 



UNITED STATES BUREAU OF EDUCATION 

BULLETIN. 1909: NO. 4 WHOLE NUMBER 404 



THE TEACHING STAFF OF SECONDARY 
SCHOOLS IN THE UNITED STATES 

AMOUNT OF EDUCATION 

LENGTH OF EXPERIENCE 

SALARIES 

By EDWARD L. THORNDIKE 

TEACHERS COLLEGE 
COLUMBIA UNIVERSrrY 




WASHINGTON 

COVTJINMENT PRINTING OFFICE 

1909 



^>. 






f 



D. 01 ^* 






CONTENTS. 



Letter ok Tranhmittai. 



5 



Intnxiurtion 

I. Tho nature of the data and HourccH <»f «Tr..r 

KrrorH in the amount «»f education reporte*! 

En-ore in length of exiKTience 

II. The teaching »taff of public Hocondan- wh^Kils J-J 

Salaries 

Education 

Experience in teaching 

III. The teaching wtaff of private nec-ondary Hchool.-* 

Salaries 

Education 

ExiK^rience in teaching 

1 V Men t«'achen< and women teacher** com|>ar<'<! 

V. Tabular Hummar>' 

VI. Public and private He<()ndar>' fch(K)l teacher^ < ompareil 

VII. The influence of length of experience upon efliciency in teaching 

VIII. The relati<.n of length of exi>erience to amount of Balarj- in certain com- 
munity gn>ui)e 

IX. The relati()n of length of exix^rience and of length of education to amount 

of .>*alarv in Ohio, Illinois, Wisconsin, (ieorgia, Texaf', and California. :{9 
List of references on teachers' salaries '^'^ 



13 
11 
15 
18 
18 
19 
19 
20 
22 
23 
25 

29 



Index 



59 



LETTER OF TRANSMITTAL. 



Depaktmknt of the Interior, 

Btreai' of P^ducation, 

Washinf/fon, March 22, 1909. 

Sir: Tn pui-suanro of tin* rcroiniiuMidation of Prof. Edward L. 
Thoriidikc, of Columhia I'nivei-sity, who, at my request, has assisted 
this office in the roarranj^oment of its statistical schedules, the plan 
has been adopted of separatinj^ the reo;ular statistical inquiries of 
the Bureau of Education into two divisions. The inquiries of the 
first division arc made annually as heretofore, and are publishe(l 
in the Annual Report of the Commissioner of Education. Those 
of the second division are arranj^ed in a series of five, (^ne of them to 
be conducted each year, and the five-year cycle to be repeated in each 
successive five-year period; the results of the inquiries of this second 
division to be reported in various issues of the Bulletin of the Bureau 
of Education. 

Acconliii<j to the present plan the in(juiries of tliis cycle will he 
made as follows: 

First year, the teaching]: force. 

Second year, the body of learners (** pupils" and "students"). 

Third year, the curriculum. 

Fourth year, the fiscal side of eclucational administration. 

Fifth year, special education. 

The numuscript which I have the honor to transmit herewith is the 
first of these special reports in the five-year series. It presents a 
variety of siojnificant facts with reference to the education, experience, 
and salaries of teachers in our secondary' schools. It seems clear that 
such facts, which have not been so fully presented in any former puh- 
lication, will he of use in numy ways to the authorities in chartjje of 
our educational systems and to that general public on whose opinion 
our systems of education nmst rest. I have the honor to recommend, 
acconlingly, that it be publi.shed as one number of the Bulletin of 
the Bureau of Education for the current year. 
Ver}' respectfully, 

Elmer Ellsworth Browx, 

Cominissioner. 

The ^Secretary of the Interior. 

5 



THE TEACHING STAFF OF SECONDARY SCHOOLS 
IN THE UNITED STATES. 



INTRODUCTION. 

This bulletin reports faets conceriiin*; the salaries, the amount of 
education, and the amount of exi)erience in teaching of men and of 
women in public and in private secondary schools in the United States. 
It shows the typical condition and the variations from it of each fact 
for each group, and makes certain obvious comparisons between the 
groups. The author has attempted also to answer the important but 
somewhat intricate (juestions concerning the reflation of education, 
experience in teaching, and personal gifts to financial recompense and 
to efhciency in teaching, of which they are, under certain conditions, a 
measure. 

The types and variations in respect to .salary, extent of education, 
and length of experience in teaching are estimated, for the country as 
a whole, from the data for approximately iive thousand teachers, who 
were chosen so as to represi»nt impartially the entire teaching staff 
in each of the groups. They ma}' bo ea^iily calculated for the men and 
women teachers in public high schools of several States separately 
from data given in Section IX. 'Vho relations of education and 
experience in teaching to salary are estimated for several States and 
other signiiicant local units separately. DilFerences in the cost of 
living and in otiier economic conditions make any estimates of these 
relations for the whole country too ambiguous to be of service. 

I.— THE NATURE OP' THE DATA AND THE SOURCES OP' ERROR. 

The data obtained from secondary schools concerning the status of 
their teachers came in response to the blank re|)rinted below. The 
data were not furnished at all in the case of some few public schools 
and many private schools. They were incomplete in still other cases, 
the optional list of individualized facts naturally being omitted as a 
general rule by the very large high schools. 

Tliere is probably a tendency on the part of those private schools 
whicii are below the standard in their locality in respect to the salaries 
and preparation of their staff, to withhold the data more frequently 
than is done by those which are above the standard. I should, in 
fact, consider that to estimate for private secondary" schools as a whole 
from the st»lected group that do report, it would be proper to figure 
the non-reporting institutions as about 10 per cent lower than those 
reporting, in salaries and in the length of education of the staff. 

7 



8 



THE TEACHING STAFF OF SECONDAKY SCHOOLS. 



There is a tendency to include in the reports teachers of the ele- 
mentary grades, but this error can be detected by means of certain 
facts reported in the general blank. The staff of the United States 
Bureau of Education eliminated such cases from the records. 

Special inquiry blank of the Bureau of Education. 

The information under "Special," in all probability, will not be asked for again 
for at least five years. It is therefore of the utmost importance that it be given in 
complete form and of course with great pains to attain perfect accuracy. 

SPECIAL. 

Give below the number of teachers (including the principal) receiving in cash 
the approximate annual salary indicated. In case of a private school state how 
many of each salary receive board and lodging in addition. 





Less 
than $400. 


$400 to 
$499. 


$500 to 
$599. 


$600 to 
$699. 


$700 to 
$799. 


$800 to 
$899. 


$900 to 
$999. 


$1,000 to 
$1,099. 


Men 


















Women 


















Board and lodging 






































$1,100 to 
$1,199. 


$1,200 to 
$1,299. 


$1,300 to 
$1,399. 


$1,400 to 
$1,499. 


$1,500 to 
$1,999. 


$2,000 to 

$2,499. 


$2,500 to 
$2,999. 


$3,000 or 
more. 


Men 


















Women 


















Board and lodging 





































Give number of teachers (including the principal) who have had regular high school, 
normal, college, or other higher education beyond the elementary school extending 
over the periods indicated. 





Less 
than 1 
year. 


1 up to 2 
years. 


2 up to 4 
years. 


4 up to 6 
years. 


6 up to 8 
years. 


8 up to 9 
years. 


9 up to 10 

years. 


10 years 
or more. 


Men 


















Women 





































Give number of teachers (including the principal) who have taught (previous to 
the year 1906-7) the number of years indicated. 





Less 
than 1 
year. 


1 year. 


2 years. 


3 years. 


4 years. >. 5 years. 


years. 


7 years. 


Men 










1 






Women 










! 
















1 









8 years. 


9 years. 


10 to 14 

years. 


15 to 19 
years. 


20 to 24 
years. 


25 to 29 
years. 


30 to 34 
years. 


35 years 
or more. 


Men 


















Women 



































NATURE OF THE DATA AND SOURCES OF ERROR. 



9 



ALTERNATIVE FOR^. 

In lieu of the statistics asked for in the three special tables above, it would be more 
useful to the bureau to have the same information given in the form indicated in the 
table below. In column (A) give the name of the indi\-idual teacher; (B) sex-, (C) 
salary per year in cash; (D) state whether or not board and lodging are included; 
(E) state the subjects which he, or she, teaches; (F) the number of years the teacher 
spent as a student in high school; (G) number of years as a studen, in a regular normal 
school, or other school of higher education beyond the high school; (II) years of 
teaching experience previous to this year. 

The information given bolow will be treated as confidential with respect to the insti- 
tution and individuals. In ca.'^e the information rofiuested be given in the following 
table, the summarized statistics aakod for in the three special tables alwve may be 
omitted. 



A. 


B. 


C. 


D. 


E. 


F. 


0. 


H. 


Names of high school 
teachers. 


Sex. 


Annual 
salary. 


Board 

and 

lodging. 


Subjects taught by each. 


Years 
educa- 
tion in 

U.S. 


Years 

beyond 

U.S. 


Years 
experi- 
ence. 






























































1 















(Slgualure aud liUu uf otlict^r luakiUK thb reixtrtj 



(Pusi-Dilicv aud street address. ) 



In the case of salan' amounts there is the possi})iHty, especially in 
the ease of private schools in cities, that teachers who ^ive only j)art 
of their time in return for the salary will be included without a note 
to that effect. This will, however, happen only rarely, for the insti- 
tutions concerned will naturally protect themselves against any too 
low estimate of their salar}' schedule. Wiere some teachers receive 
much less than the f:renoral average for the school I have therefore 
been very cautious in including them. There are perhaps a very few 
such cases of j)art-time salaries included in the case of private schools 
in cities. On the other hand, there are counterbalancing cases of 
teachers in private schools who are required to give more time to the 
work for which the salary- is paid than is the case in public high schools. 

The ine([uality in the length of the school year for which the salary 
is given is not exactly a source of error, but is a factor wliich must be 
considered in inter})reting the salar}' amounts, and particularly the 
variations toward ver}' low amounts, which come largely from the 
Southern States. 

It is not desirable to raise the salaries for school years of less than 
the standard length, for the reason that, after all, the salary as it 
stands is, in most cases, the teacher's income. We do not know that 



10 THE TEACHING STAFF OF SECONDARY SCHOOLS. 

he gets or can get a proportionate increase by utilizing the excess of 
leisure that he has. He probably very rarely does. It seems best, 
then, to omit any hypothetical correction of the data and to trust to 
the reader to remember that the average length of year for which the 
salaries stated are given is somewhat under the standard 180 school 
days, and also that some of the very low salaries are for short years. 
The length of year is not much below the standard, for the schools 
concerned are high schools, very few of which are situated in com- 
munities unable to support a full school year; and the very lowest 
salaries are often for a standard school year. 

ERRORS IN THE AMOUNT OF EDUCATION REPORTED. 

The reports on the amount of education are the least secure and un- 
ambiguous. There is, on the one hand, a tendency to neglect the 
definite request to include years in high school in the computation. 
A record of 4 years in high school and 4 years beyond high school in 
the alternative form will thus be sometimes counted in the ^'4 up to 
6 years" column instead of the ''8 years" column. There is also a 
tendency to misunderstand the meaning of ''up to" as '^ up through," 
and thus to score 4 years in the '' 2 up to 4 years" column, 6 years in 
the ''4 up to 6 years" column, and so on. The form of the blank was 
designed to give opportunity for properly counting parts of a year 
(as, for instance, attendance on summer sessions), but it would have 
been a less evil, perhaps, to have used the headings ''1 year," "2 
years," ''3 years," ''4 years," ''5 years," and so on. There is, on the 
other hand, a tendency to estimate, as belonging to high-school 
education, years' which should, by the customary definitions, count 
only as elementary education, and to estimate as collegiate education 
years which, by the customary definitions, should count only as sec- 
ondary education. The alternative form gives a check upon the 
first two of these errors of the reporting officers in the many cases 
where it, as well as the upper part of the special form, is filled out. 

In the cases where it is not filled out, usually cases of large schools, 
the internal evidence of the record or knowledge obtained from other 
sources can serve as a check. If, for instance, in a large Massachusetts 
high school we have a record like the following : 

2 up to 4 4 up to 6 6 up to 8 8 up to 9 9 
2 7 2 

it is almost a certainty that the reporting officer put the sixes in the 
"4 up to 6" column, the eights in the ''6 up to 8" column. For the 
completion of four years in high school and four years in college is 
so general amongst the teachers in Massachusetts high schools that 
the existence of a school of 11 teachers with only 2 of that degree of 
education is far less likely than the existence of error in the report. 



NATURE OF THE DATA AND SOURCES OF ERROR. 11 

In estimatin*,' the condition of the secondary school staff in general 
with res|)ert to len«:th of eihication from the returns of the })resent 
census I have, where both are <riven, taken the alternative form 
record in preference to the j^eneral distribution, have eliminated 
teachers in elementary f^rades, and have omitted from the calculation 
cases where it seemed hi^ddy probable that the report in<r oflicer mis- 
understood the blanks; but I have not interfered with tlie reporting]: 
ollicer's ju(l<;ment as to what constitutes elementary ethication or 
education in advance of it. If the undetected misunderstandin«,'s of 
the request to include hi^h-school education and of the iiieanin<j: of 
**up to" outwei<;h the overestimations of the len<:th of teachers' edu- 
cation beyond a typical elementar}' school, the ^^eneral results will 
rate the len<:th of the eiUication of secon(hir^' school-teachers too low . 
If the reverse is the case, they will rate it too \w^\\. 

I have <^one to the pains of measurin^r the inihience of these com- 
bined opposite errors in the case of public hi^di schools by a special 
incjuiry sent to 1,000 individual teachers, tlie following? letter and 
form bein«^ used: 

DKrAKTMKNT OF THE INTERIOR, 

liuREAU OK Education, 
Washington, 



1)EAH Sik; iii uai«.i lo v» rify tlio arciirary of tho n-ford.x of \\u^ huroaii ronrerninp 
the high whool toarhcrH of the United i>tiit«"^, th.n- i^ iwvd of a more (letaihnl r('i>ort 
from several hundred teacherp. 

Will you, ao-ordingly, be j»o pood as to answer the questions on the accompanying 
blank, returning the answers in the inelowKi envelope at once. The factri &» to your 
individual n'cord will be heUl by thi.** bureau as eonfidential information, only the 
summaries of returns being published. 
Very re8i)ect fully. 

Elmer Ellsworth Brown, 

Commissioner of Education. 

Department of the Interior, 

Bureau of Education. 

Washinoton. 

Name of teacher, 

Poet-ofhce and street No *. ; State, 



(Jive th«' following facts regarding your education and preparation for teaching in 
the sch(X)ls named: 

In elementary schools of — 

(Cilveclty or village and State.) 

from 18.. . to ({. e., years). 

, , from 18... i<. {i. e., years). 



12 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



In high schools of — ^ 

(Give city or village and State.) 





. , from 18 


to 


.. (i. e., . 
d e 


...years). 

. - .years). 




. , from 18 


to 


normal schools — 








(Give name of institution and State.) 











In colleges or universities — 

(Give name of institution and State.) 



from 18. . . to (i.e., years). 

from 18. . . to (i.e., years). 



, , from 18... to (i. e., years). 

, , from 18.. . to (i. e., years). 

Give the number of years you have taught in each of the several places, naming 
them below: 



(Give city or village and State.) 



Salary received for the — 

First year, $ 

Second year, $ 

Third year, $ 

Fourth year, $ 

Fifth year, $ 



, from 18... to (i. e., years). 

, , from 18.. . to (i. e., years). 

. , from 18. . . to (i. e., years). 

. , from 18. - . to (i. e., years). 



Sixth year, $. 
Seventh year, $. 
Eighth year, $. 
Ninth year, $. 
Tenth year, $. 



The returns from this special inquiry show that in the case of pubhc 
high schools neither of these errors is of great magnitude in the original 
reports, and that they nearly counterbalance each other. 

ERRORS IN LENGTH OF EXPERIENCE. 

The reports concerning length of experience in teaching are subject 
to five sources of error, one of which is important. These are: First, 
the tendency to report roughly, especially in round numbers; second, 
the tendency to avoid a statement of years; third, the possible 
tendency of some women to reduce the number of years; fourth, the 
tendency of a school system to be generous in rating its staff for 



TEACHERS OF PUBLIC SECONDARY SCHOOLS. 13 

amount of experience; and fifth, the tendency to report the number 
of years of experience in the present school systejn, instead of the 
total number. This last source of error is the important one, because 
its frequency and its amount of influence can not well be measured. 
For the other four, rational allowances can be made, so that no one 
of them does any harni of consequence. But the ma«]:nitude of the 
influence of the flfth, due to the juisunderstandin^^s of individuals or 
recording officers, can not be foretold. I have therefore gone to 
some pains to metisure it with the help of the special inquiry described 
above. 

The special inquiry shows that the error of reporting experience in 
the present school only is very rare in the case of the individu- 
alized returns, being made by only about one teacher in fifty. It is 
probably somewhat more frequent in the cases where the general table 
is made out by the school principal or secretary'. 

There is another tendency which is not really an error, except in 
view of the wording of the blank, and of the fact that in the presenta- 
tion of the data it is desirable to estimate the length of ex})erien(e u|) 
to the year in wliich the given salary is received. This is the tendency 
of a person whose career is, say, 1904-5, first year of teacliing, salary 
$500; lOO.V-O, second year of teacliing, salary $600; 1906-7, third 
year of teaching, salary $725 — to report, salary, $725; experience, 
three years. This occurs in over a tliird of the cases. 

If the HMider will bear in mind the nature of the data, he ^^ill 
nowhere be misled by the summaries that follow. In cases where the 
conclusions are subject to any considerable infiuence from the above- 
mentioned sources of error in the original reports, the fact will be 
stated. 



II.— THE TEACHING STAFF OF PUBLIC SECONDARY SCHOOLS. 

Salarifs. — The salaries of men teachers in public high schools range 
from less than $300 to $.3,500. If the principals of the schools are 
included the upper limit becomes $5,000. There is no one salar}' that 
can properly be called typical in the sen.se of representing a tendency 
about which all the salaries cluster closely. If one were compelled to 
choose one amount as the most likely amount t(^ be received by a 
teacher or principal (in the vast majority of our high sciiools the prin- 
cipal is a working teacher, giving much over half of his time to class 
instniction and class management), the amount would be $700. Their 
me(han salary is $900; that is, of the men engaged in public high- 
school work there are as many who receive less than $900 as there are 
receiving more tlian $900. Of a hundred such men 5 receive less 
thjin $500, 51 receive from $500 up to $1,000, 27 from $1,000 up to 
$1,500, 10 from $1,500 up to $2,000, and 7 from $2,000 up. Over half 



14 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



(53 per cent) of them receive from $600 to $1,000, inclusive.^ Figure 
1 repeats these facts, and gives at a glance the general financial status 
of the men engaged in public high schools in the United States. 



*- 



6 - 



D 



\n 



^ 



So- 
c 

o 



Fig. L— Relative frequencies of different annual salaries of men teachers in public high schools. The 
horizontal line is a scale of salary amounts from up. The total area equals 100 per cent. The area 
inclosed between perpendiculars erected at any two points on this horizontal scale gives the frequency 
(in percentages) of salaries between the two amounts corresponding to the two points. The dash line is 
derived from estimates from too few cases to be very reliable. 

The salaries of women engaged in public high-school work range 
from less than $200 to the group $2,500-$2,999. As with the men, 
there is no one salary amount 
wliich is typical in the sense 
of representing a true central 
tendency; $550 would be the 
most suitable choice if a choice 
had to be made. Nor would it 
be so misleading as the corre- 
sponding $700 would be in the 
case of men; for half of the sal- 
aries are between $400 and $675, 
inclusive. The median salary is 
$650. Of a hundred women 22 
receive less than $500, 59 from 
$500 up to $1,000, 14 from $1,000 
up to $1,500, and 5, $1,500 and 
over. Figure 2 summarizes the 
general financial status of women 
engaged in pubHc high -school 
work. 

The teachers^ education. — The number of years that the man en- 
gaged in secondary school work spent as a student in high school, 
normal school, college, or other institution beyond the elementary 



u 



D 



o: 



Fig. 2. — Relative frequencies of different annual 
salaries of women teachers in public high 
schools. For explanation of the diagram, see 
the legend of figure 1. 



a The $l,000-$l,099 group is composed, to about four-fifths of its membership, of salaries of exactly $1,000. 



TEACHERS OF PUBLIC SECOND.\RY SCHOOLS. 



15 



D 



school ranges from to 13, or possibly liigher in a few cases. There is no 
close adherence to any one type the country over, though S years is the 
most common length. The median length is 7 years. Of ahundredmen 
10 have had less than 4 
yeare beyond the ele- 
mentary school, 4.5 have 
had from 4 up to S years, 
30 have had S years, and 
15 have had years or 
more. Three-fifths 
have had 6, 7, or 8 years. 
Fifriirc3 shows thofacts. 
The length of educa- 
tion beycmd the elemen- 
tary scliool in the case of 
women teachers ranges 
from to 12 years, or 
possibly higher in a few 
cases. The typical con- 
dition is S years. There 
are somewhat more 
women who have had S 
years or more than those who have had 7 years or less. Of a lumdred 
women, or 7 have had less than 4 years beyond the elementary school, 
40 or 41 have had from 4 up to S years, 41 to 42 have had S years, 
and 1 1 or 12 have had years or more. Figure 4 shows the facts. 



Y»ar» 



Vui. .{. -Uolatlvr frcqiK'iiclos of dillen'iit ainouiiLs of odiicatiuii of 
infii ti'iichiTS In puMir hltrh mIkxjIs. Tho horirtMital lino is a 
M-alr of Ii-npth of o<Iucatlori iwyon<l tho elementary school (in 
ywirs). Tlio total area rqiiala 100 per (•••nt. Tho aroa Inrlosrd 
Ijctwern two yxTponciiculars oroctoM at and 1 pivos tho p< r 
cent of toarhrrs n"portc<l with less than 1 year's education l>e- 
yond the elementary school, and similarly for any other such 
area. Tho dash line Is derived from estimates from too few cases 
to l>o entirely n'llalile. 



D 



-F 



W 



Y««'* 



Fir.. 4.— Relative frequencies of difTerent amounts of education of women teachers in pui)lic high schools. 
For explanation of the diapram sec the lepend of fipure 3. 

Experience in teaching. — The amount of experience in teaching, 
previous to the year for which the salary was reported, as measured 
in years, ranges for the men from to beyond 50, though there are 



16 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



only about three in a hundred who have taught over 30 years. The 
inquiry for a typical length would, of course, be absurd. The median 
is probably 8 years. That is, as many public high-school men have 
taught over 9 years as have taught 7 years or less. Figure 5 gives 
the facts as reported concerning the amount of experience of the men 



4.1. 

e 

n 

0^ 




u 



fiart 

Fig. 5. — Relative frequencies of different amounts of experience in teaching of men teachers in public high 
schools (as reported). The horizontal line is a scale of length of experience (in years) from up. The 
total area equals 100 per cent. The area inclosed between perpendiculars erected at any two points on 
the horizontal scale gives the approximate per cent of teachers reported with experience of the amounts 
included between those two points. 



« _ 



i6_ 



t 




Fig. 6.— Same as figure 5, but corrected for overreports of 5 and 10 years and for the rough grouping above 

10 years. 



8~ 




Fig. 7.— Same as figure 6, but corrected also for reports of experience in present position only and for the 
tendency to include the year for which the salary reported was received. 

teachers and principals. Figure 6 gives the same facts corrected 
for the tendency to rough report and to overreport round numbers. 
Figure 7 gives an estimate corrected also for the tendency to report 
the length of experience in the present position, to report cases of 



TEACHERS OF PUBLIC SECONDARY SCHOOLS. 



17 



yoars inaccunitoly, and to include the year for wliicli the salary 
reported was received. 

The h'nt:th of exj)eriencc ran«^es, for wonien, from years to beyond 
50, with about two in a hundred who have tau«:ht over 30 years. 
The jnrdJMii is probably 6 3'ears. That is, probably as many public 



... n. 




Ytj»i. 



Fio. 8.— U' 1 . i'i»-niirs of 'llllori'iU umounU of fxix-rlriii •• In ti-.ii 1 lu "'. uoiii.ii i.;m lnrs in i>iil>lic 

h:. (as reported). For explanation of the dia^jrain i<t; ihf l,>;eud of figure 5. 

1/ - 



I - 



.f> - 



«- 




Pio. 0.— Same as figure 8, but cx>iTected for ovrrreportA of 5 and 10 yean and for the rough grotipi|ig al)Ove 

10 yean. 



/•. 




Fig. 10. — Same as figure 9, hut corrwtod also for rrywrts of ox]>erioncp In presrnt position only and for the 
tendency to Include the year for which the salary reported was received. 

hifrh-school women have taught 7 years or more as have taught 5 
years or less. Figure 8 gives the facts as reported. Figures 9 
and 10 correspond to figures 6 and 7, giving for women the same 
information that figures 6 and 7 give for men. 
78270—00 2 



18 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



III.— THE TEACHING STAFF OF PRIVATE SECONDARY SCHOOLS. 

Salaries. — The salaries of men engaged in private secondary- 
school work range froni less than $300 (no provision of board or 
lodging being made by the school) to an unknown upper limit which 



s — 



^ 



Q- 



SilAriea 



Fig. 11. — Relative frequencies of different annual salaries of men teachers in private secondary schools. 
For explanation of the diagram see the legend of figure 1. 

is at least $7,000.^^ Making an allowance, in those cases where 

board and lodging are provided as a part of the compensation, of 

from $100 to $500 according to the general probability of their value, 

the median salary is 

$1,000. Of a hundred 

men, 4 or 5 receive less 

than $500, 4 1 from $500 

up to $1,000, 28 from 

$1,000 up to $1,500, 12 

or 13 from $1,500 up 

to $2,000, and 13 or 

14 from $2,000 up. 

Figure 11 gives the 

financial status of this 

group. 

The salaries of women 
engaged in private sec- 
ondary-s chool work 
range from less than 
$200 ^ to an unknown 
upper limit which is at least $3,500. Makiag an allowance for the 
provision of board and lodging of from $100 to $500 according 
to their probable values, the median salary is $600, or a trifle less. 

o Teachers who are the owners of private schools in some of the large cities may in some cases exceed this 
figure by a considerable amoimt, but their income is then to be considered as a salary for educational serv- 
ices plus a profit from business sagacity and enterprise and risk. 

b One of the private schools is reported as having 14 secondary and 38 elementary pupils with only one 
teacher, "but she teaches 12 hours out of every 24," teaching everything from "the fifth grade to Cicero." 
She is reported as having studied 3 years in a high school and 4 years beyond the high school, and as receiv- 
ing no salary except board and lodging. 




Fig. 12. — Relative frequencies cf different annual salaries of women 
teachers in private secondary schools. For explanation of the 
diagram, see the legend of figure 1. 



TEACHERS OF PRIVATE SECONDARY SCHOOLS. 



19 



Of a hundred women 35 or 36 receive less than $500, 52 from 
$500 up to $1,000, 9 or 10 from $1,000 up to $1,500, and 3 
$1,500 or over. Figure 12 shows the o:onpral facts of their financial 
status. 

The teacher's education. — The length of education beyond the ele- 
mentar}' school ranges in the case of private high-school men from 






D- 



^-. 



r*... 



A 



Fio. 13.— Relative fretjtienrles of (liiTerfiit aiiiounls of eilui-«iiori of men tflat-hers in private secondary 
schools. For explanation of the fllafcrarn. .«>«• tho lepenfl of figure 3. 

t«> 1.) years or more; the typical leiigtii reportc<l is S years, and the 
number reported with 8 years or more equals tlie number reported 
witli 7 years or less. Of a hundred men, as reported, 7 or 8 have 
had less than 4 years, 24 have had from 4 up to 8 years, 37 or 38 
have had 8 years, and 31 have had \) years or more. Figure 13 shows 
tli(» facts. 

The length of education beyond the elementary school in the case 
of j)rivate high-school women ranges from to 13 years. There is no 

clearly typical condi- 
tion, 8 years being 
the most frequent, 
but 7 years being 
t!ie median length. 
There are somewhat 
more women who 
— — have had 7 years or 

Fio. 14. -Relative frequenclw of dlfTerent amounts of education of "**^^^ UHin luiVC had 
women teachers in private secondarv schools. For explanation of 6 VCars or IcsS. Of a 
the diajrram see the legend of figure 3. hundred WOmCU, 14 

or 15 have had less than 4 years, 46 have had from 4 up to 8 years, 
24 have had 8 years, and 15 or 16, 9 years or more. The facts are 
showTi in figure 14. 

Experience in teaching.— Of the private high-school men, about 
4 per cent have taught 30 years or more. Probably as many have 



^1 



\,»'^ 



20 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



taught 9 years or more as have taught less than 9 years. Figure 15 
gives the facts as reported. 



O 

s 



D 



Yein 



Fig. 15. — Relative frequencies of different amounts of experience in teaching of men teachers in private 
secondary schools. For explanation of the diagram see the legend of figure 5. 



^ 



A 




Fig. 16. — Relative frequencies of different amounts of experience in teaching of women teachers in private 
secondary schools. For explanation of the diagram see the legend of figure 5. 

Of the private high-school women, only 2 J per cent have taught 
30 years or more. Probably as many have taught 7 years or more 
as have taught less than 7 years. Figure 16 gives the facts as reported. 



IV.— MEN TEACHERS AND WOMEN TEACHERS COMPARED.o 

Figures 17, 18, and 19 show the differences between men and women 
engaged in public secondary education with respect to salaries, 
amount of education, and amount of experience, as reported. That 
men are paid more is of course a familiar fact, but that they have 
less education as a preparation has been unnoticed, and that they 
remain in teaching so little longer than women is a fact which flatly 
contradicts common opinion. It is also to be noted that there is 
not so much difference in the pay for the same (or ostensibly the 
same) work as the average salaries usually quoted mislead one into 
believing. The average salaries are compounded in part of, and 
overinfluenced by, the few large salaries paid to heads of depart- 
ments, principals, and those whom we may call '' managing teachers," 
who, without official recognition in title, are expected to do the lion's 
share in the organization and control of the school. All these are 



o The influence of the sources of error described in Section I is so nearly the same for men and for women 
that the comparison may be made from the data as reported without risk of any error worth considering. 



MEN AND WOMEN TEACHERS COMPARED. 



21 



much more often men tluin woincu. Consequently, whereas in our 
tToup the iiverage salary of a man is about 41 per cent greater than 
tliat of a woman, the mechan sahiry is 38.5 per cent greater, and 
the modal salary (that is, the most frequent or most t\i)ical salary) 
is only 33.3 per cent greater. 

Only one-fifth of the women reach the median salary for a man; 
over five-ninths of the women have as long an education as has the 



It - 



««- 




ScLa'M* 

Fio. 17.— Men and women teiirhprs in pul)llc hifth schotils compared with respect to s.ihirifs. The con- 
tintioiw line incloses tl>e surf;u"e of fretiuency for men's salaries. The dotted line uu lo^y the surface 
of fre^iuency for women's salaries. The horizontal scale givwi the salaries In hundred of dollars. 



^. 



Fio. 18.— Men and women teachers in public high schools compared with respect to amount of education. 
The continuous line refers to men; the dotted line to women. 

median man; not ([uite two-fifths of the women have taught as long 
as the median man. Or, turning the com})arison the other way, 
about four-fifths of the men reach the median salary for a woman; 
two-fifths of the men have had as long an education as has the 
median woman; three-fifths of the men have taught as long as the 
median woman. 



22 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



With the teachers in private secondary schools two of these rela- 
tions are different. The difference in salary increases, only one- 
eighth of the women reaching the median salary for a man. The differ- 




FiG. 19. — Men and women teachers in public high schools compared with respect to length of experience 
in teaching. The continuous line refers to men; the dotted line to women. 

ence in education is reversed, only a fourth (27 per cent) of the women 
equalling or exceeding the median man. The comparison as to ex- 
perience results as it does with the public high school teachers. 



v.— TABULAR SUMMARY. 

Tables 1, 2, and 3 summarize the data as reported for men and 
women teachers, in public and private secondary schools, with respect 
to salary, length of education beyond the elementary school, and 
length of teaching experience. 

Table 1. — Relative frequencies of different annual salaries of secondary school-teachers 

{in percentages) . 

Each entry in the table gives the percentage of teachers of the class stated at the top of the column who 

receive the salary stated at the left of the entry. 





Public schools. 


Private schools. 


Salaries. 


Men. 


Women. 


Men 

(esti- 
mated).a 


Women 

(esti- 
mated). a 


Men, 

plus 
board 

and 
lodging 

(ob- 
served).^ 


Women, 

plus 

board 

and 

lodging 

(ob- 
served ).& 


Men, 

without 

board 

and 

lodging 

(ob- 
served), c 


Women, 

without 

board 

and 

lodging 

(ob- 
served).*: 


Less than $400 

$400 to $499 


0.8 

3.9 

6.8 

13.4 

11.2 

10.5 

9.2 

10.5 

5.6 

5.7 

2.5 

2.7 

10.0 

4.2 

2.0 

1.1 


4.9 

16.7 

15.8 

17.9 

9.2 

7.4 

8.8 

4.2 

1.8 

4.7 

1.8 

2.0 

4.7 

.3 


2.6 
2.1 
5.6 
6.9 
9.2 
8.6 
10.8 
10.0 
3.2 
6.7 
2.8 
5.3 
12.7 
6.2 
3.7 
3.5 


18.7 

16.7 

14.1 

12.7 

10.3 

8.8 

6.2 

4.8 

1.5 

1.2 

.9 

.8 

1.9 

.9 

.5 


4.1 

8.7 

11.6 

18.6 

14.0 

8.7 

4.7 

9.9 

1.8 

2.9 

.6 

1.8 

8.7 

1.8 

.6 

1.8 


35.2 

16.7 

16.7 

10.7 

9.9 

3.4 

1.3 

2.1 

.5 

.4 


2.8 
2.3 
4.3 
7.3 
8.1 
6.8 
9.4 

10.6 
2.5 
6 3 
3.1 
6.8 

14.4 
6.3 
4.8 


19.8 
15.8 


$500 to $599 


15.2 


$600 to $699 


12.6 


$700 to $799 


8.9 


$800 to $899 


9.5 


$900 to $999 


4.6 


$1,000 to $1,099 

$1,100 to $1,199 

$1,200 to $1,299 

$1,300 to $1,399 


6.3 
2.0 
1.2 

.7 


$1,400 to $1,499 




.4 


$1,500 to $1,999 

$2,000 to $2,499 

$2,500 to $2,999 


.4 
2.6 


2.6 
.6 


$3,000 and over 






4.1 

















o The estimating concerned is the assignment of a probable cash value to board and lodging in those 
cases where they were received by the teacher in addition to his cash salary. 

b These columns give the frequencies of different cash salaries for those teachers who received also board 
and lodging. 

c These columns give the frequencies of different cash salaries for those teachers who did not receive 
any further compensation in the shape of board and lodging. 



PUBLIC AND PRIVATE TEACHERS COMPARED. 



23 



Table 2. — Relative frequencies oj different amounts of education of secondary school- 
teachers beyond an elementary school course {in percentages). 



Years of education lieyond elementary course. 



Less than 1 

1 

2 up to 4 . . . 
4up to6... 
6 up to 8... 

8 

9 

10 or more. 



Public schools. 



Man. 



1.6 
.9 

7.6 
16.1 
2^5 
30.2 

8.2 

6.8 



Women. 



0.1 
.6 

5.8 
17.5 
22.9 
41.4 

8.1 

3.4 



Trivate schools. 


Men. 


W 


omen. 


- 
0.6 




0.0 


.2 




1.5 


6.5 




13.0 


9.7 




22.6 


14.1 




23.4 


37.8 




24.0 


12.8 




9.4 


1&3 




6.0 



Tabi.k 3. — Relative frequencies of different amounts of ex per ie no In ttinhiiig of secondary 

school-teachers {in percentages). 



Years of teaching experience. 


Public schools. 


Private schools. 


Men. 


Women. 

5.5 
6.8 
9.4 
9.0 
7.9 
7.9 
6.7 
6.1 
4.8 
3.2 

3H.6 

2K.7 

15l1 

9.0 

5.1 

1.7 

1.5 

.4 


Men. 


Women. 


Lev than 1 

1 


2.9 
5.2 
&6 
6.0 
6.2 
7.7 
6.3 
6.5 
6.3 
3.1 

25.8 

29.9 

20.4 

12.0 

&9 

2.2 

1.7 

1.4 


4.1 
6.6 

lao 

6.9 
7.8 
5.7 
4.9 
4.5 
5.1 
4.1 

35.4 
24.3 
14.0 
8.0 
&8 
5.7 
1.6 
2.3 


6.4 
7.4 


2 


&8 


8. 


8.2 


4 


8.2 


6 


7.2 


6 


7.2 


7 


3.3 


8 


7.2 


9 


2.3 


to4 


39.0 


5 toy 


27. 2 


10 to 14 


14.8 


15 to 19 


9.9 


20to24 


3.7 


25 to 29 


2.9 


30to34 


1.0 


35 Mid over .-, 


1.6 







VI.— PUBLIC AND PRIVATE SECONDARY SCHOOL TEACHERS 

COMPARED. 

It is a well-known fact that public secondary education has been 
increa^sinj; more rapidly than private in respect to number of students, 
number of teachers, annual expenses, and the like. It is therefore of 
interest to compare the two with respect to the present condition of 
the teachin<rstalT. 

If the reports from public hit:h schools in «;cncral and from private 
hiirh schools in fjeneral are compared, one ^ets the followin<^ results: 
The j)ublic hi«rh-school men teachers are paid about a tenth less and 
have had, rou»:hly. a half year less of education. The public hi<;h- 
school women teachers, on the contrary, are j)aid about a tenth more 
than the private hijrh-school women, and have had, rouj^^hly. a year 
more of etlucation. In length of experience there is no appreciable 
di (Terence. 

But such a com})arison may be misleading;, if taken at its face 
value, for two reasons. First, a much smaller proportion of the 



24 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



private schools send the information, and, as already remarked, there 
are good reasons for believing that those which withhold it are not 
quite so well off in the pay they give to their teachers or the 
amount of education which their teachers have received as those 
which do report. That is, the figures of tables 1, 2, and 3 represent 
the condition of a superior^ selection of the private schools. In the 
second place, the less well-paid and less well-trained teachers in the 
public high schools are found in the rural high schools with one or two 
teachers. In one sense it is fair to compare these schools with the 
private high schools and academies, as they are both cooperating in 
secondary education. In another sense it is not fair, because the 
private schools often require residence away from home at a distance. 
Under the same conditions the pupils of j^ublic high schools could 
attend a public . high school much better equipped than the one- 
teacher or two-teacher schools in their immediate neighborhood. 
That is, to make the comparison by the general census perfectly fair, 
there should be private high schools distributed geographically in 
just the same fashion as the public high schools. 

I have, therefore, made the comparison by taking public and 
private secondary schools where both exist in the same locality, 
asking, that is, the question, '^In any one city, wiU the pupil who 
attends the local public secondary school be taught by a staff as well 
paid and as well educated as the pupil attending the local private 
secondary school?" Since the matter is not one of very great impor- 
tance to educational welfare, I have measured the difference in only 
19 cities. The fact in these is, with almost entire uniformity, that 
the staff of the public school is better paid. Whether each city is 
given a weight proportional to its size or is weighted like all the 
others, the general result is found that the public high-school man is 
paid at least 15 per cent more than the private high-school man, and 
the public high-school woman at least 30 per cent more than the pri- 
vate high-school woman. The facts appear in Table 4. The public 
high-school teachers in these cities have also had a more extended 
education, though in view of the influences described on pages 10-11 
it is not possible to assign an exact percentage. 

Table 4. — Relative frequencies of different salaries in public and private secondary schools 
in the same localities. Percentages estimated from 19 cities. 



Less than ; 

$500 to $999 

$1,000 to 81,499. 
$1,500 to $1,999. 
$2,000 and over. 



Salaries. 



Men. 



Public 
schools. 





4 

34 

31 

31 



Private 
schools. 



1 

24 
32 
22 
21 



Women. 



Public 
schools. 



1 
26 
49 
21 

3 



Private 
schools. 



10 

59 

27 

3 

2 



a Or superior to a greater degree than in the case of public high schools. 



INFLUENCE OF EXPERIENCE UPON EFFICIENCY. 25 

VII.— THE INFLUENCE OF LENGTH OF EXPERIENCE UPON EFFI- 
CIENCY IN TEACHING. 

Ajiion*^ the most ijiiportant of the jneasurements which students 
of education are trying to niake are measurements of the extent to 
whicli natural capacity, academic traininjr, professional courses of 
study, and actual ex])erience c(mtribute respectively to efficiency in 
teachinjr. The difliculty in measuring; these relations consists, chielly, 
in the absence of objective and reliable measures of efficiency in 
teaching. 

The 1907 special data may be used to contribute to the study of 
this problem in the case of secondary school teachers in the folloNsing 
way: The private schools of a single community ])resiijnably give 
salaries in a fairly close proportion to what they judge to be el!i- 
ciency in teaching — that is, approximately free competition obtains 
and the salary is to some extent a nieasure of the teacher's efficiency. 
The closeness of the approximations will depend uptm the extent to 
which the authorities of these schools are governed by economic 
rather than sentimental or idealistic considerations in adjusting sal- 
aries and upon the extent to which their judgments of the ellicieiicy 
of teachers are correct. 

The differences in salary among teachers of the same sex in private 
secondary schools of the same comjnunity may then be taken as to 
s<mie tlegree parallel to the differences in their teaching efliciency; 
an<l in so fur as any two c«»jumunities are alike in the cost of living 
and the attractiveness of life and in so far as there is competition 
between thejn for the services of teachers the two may be treated 
as one for the purposes of this inquiry. 

The data available are rather meager, for the reasons stated in Sec- 
tion I, and to utilize what there are fully would recpiire an enormous 
expenditure of time. T have therefore studied the relation of salary 
to length of experience amongst tcMichers in private* secondary schools 
in only the foll(>wing five cases: 

Men's salaries: Private secondarv schools for bovs in New York 
City. 

Men's salaries: Private secondary schools for boys in Boston, 
Worcester, and Philadelphia. 

Women's salaries: Private secondarv schools for girls in New York 
City. 

Women's salaries: Private seccmdary schools for girls in Boston and 
(^incimiati. 

^^e^'s salaries: Private secondary sch(K)ls for })ovs or boys and girls 
in towns of Massachusetts and Connecticut.'' 

Making the comj)arisons separately for each of these groups and 
then measuring the general tendency of the fact in the five cases, we 

A In this case the towiis are not alike in the cost of living, but as a rule the greater attractiveness of life 
in the more expensive towns is sufficient to make an approximate balance. 



26 THE TEACHING STAFF OF SECONDARY SCHOOLS. 

have the result shown in figure 20, which relates the amount of salary 
to the amount of experience in teaching. So far as the data go, they 
support the hypothesis that the full effect of experience in teaching 
on efficiency in the work of a private secondary school is reached in 
three years, the slight rise from twenty on being probably attributable 
to the higher wages for executive work as head of a department, or 
to the sentiment which leads private school authorities to maintain 
or increase salaries after long service, even though a more efficient 
person could be obtained for a less amount. 

Unfortunately the private schools rarely sent the individualized 
data requisite for such a study, so that the measurement above made 
might undergo modifications of fairly large extent upon receipt of full 
information. 



glioe - 



piooo 



S 800 - 



%(,00 



1 1 1 1 I I 

OM «y./ 67eq io-iv 'S-'O Jo—j— - 

Fig. 20.— The relation of length of experience to salary in the case of the private school teachers of a single 
community or of several communities alike in the value of the dollar (to a teacher). Calculated from the 
data described on page 25. The horizontal line is the scale of length of experience in years. The vertical 
scale is for the amount of annual salary. 

Such facts as appear in figure 20 are in sharp contrast to those 
within the public system of a large city. In the latter it is cus- 
tomary to advance the salaries of those whose appointments are 
renewed, and also, though less often, to determine the amount of the 
salary of a teacher entering the system from another city partly on 
the basis of the length of time he has taught. New York City is a 
notable case. I show in figures 21 to 29 the consequent relation of 
salary to experience in New York, Boston, St. Louis, and Cleveland, 
so far as the incomplete returns of the optional individual records 
permit. 

Because of this incompleteness, the curve for any one of these cities 
may vary considerably from what it would have been had a full indi- 
vidualized report been sent. The general impression from the four 
taken together will, however, be accurate. 



INFLUENCE OF EXPERIENCE UPON EFFICIENCY. 



27 



It mav 1)0 well to ujirn ourselvos that even if it were true that 
experience after the first four or five years does not greatly add to the 
eilieiency of a public high-sehool teacher, still it can not be said that 
the customary practice in our large cities wastes money in paying for 



• I I 



Fio. 21.— Relation of length of exp«'rieiitf to salary in i-ase of piihlic high-school t«i<-hprs. Mt-n t«^a^hors 

(pxcluding prlncliMils) of New York City. 



Fig. 22.— Relation of length of exfierleni-e tu Ralary in caA<> of piihlic high-schuol t«<a(>hers. Men teachers 

of Boston. 



Fig. 23.— Relation of length of experieut-e to salary in i-ase of public high-school teachers. Men teachers 

of St. Louis. 

a false symptom of efhciency; for, even if the teachers of five years' 
experience e(jualed those of ten, it might still be wise to pay the 

latt<T more. In the first place, the salary schedule as a whole decides 



28 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



the teacher in his choice amongst positions. It is not a fixed $1,000 
that he accepts, but $1,000 phis $100 advance annually up to $2,000. 



$looo ._ 



Fig. 24. — Relation of length of experience to salary in case of public high-school teachers. Men teachers 

of Cleveland. 



^lOOO — 



tiSOo — 



Jl/ooo _ 



2P XS 



Fig. 25. — Relation of length of experience to salary in case of public high-school teachers. Men teachers 
of New York, Boston, St. Louis, and Cleveland. 



♦ SDO 



Fig . 26. — Relation of length of experience to salary in case of public high-school teachers. Women teachers 

of Boston. 



Ftg. 27. — Relation of length of experience to salary in case of public high-school teachers. Women teachers 

of St. Louis. 

The advance with time is really a feature in the bargain. In the 
second place, it may be w4se for a city to pay its teachers what will 



RELATION OF EXPERIENCE TO SALARY. 29 

maintain a certain standard of living, rather than what will just pur- 
chase the required efficiency; and on this principle the head of a 
family, at least, should be advanced with age or with some other still 
more accurate measure of the size of his family. In the third place, 
the premium on experience has the administrative advantage of 
encouraging the adoption of teacfiing as a permanent profession and 
of preventing frequent changes in the local teaching staff. It is also 



FlO. 28.-ReIatlon of length of oxperionc* to salary In i-nso of public hlgh-»JiooI twtchers. Women teachers 

of CIcvpland. 



Fio. 29.- Relation of length of exprrirnre to salary In raso of public hlgh-s»haol t»«a<hers. Women t.^arhpra 

of Boston, 8t. I^oula, and Clevelan<l. 

free from the dilliculties of competition for promotion on (he grounds 
of pure merit. 

It is well, on the other hand, to note that the premium paid for 
experience may deprive a city of the best services obtainable for the 
price it has to pay, may retain the less competent too surely, and 
may discourage the entrance to and continuance in the profession of 
that very desirable class who would prefer to work under a system of 
competitive promotion by merit. 



VIII.-THE RELATION OF LENGTH OF EXPERIENCE TO AMOUNT 
OF SALARY IN CERTAIN SPECIAL COMMUNITY GROUPS. 

This whole matter of the relation of salaries, our ostensible measure 
of efficiency, to length of experience in case of teachers in secondary 
schools would well repay a more elaborate study than the present 
writer can undertake, or is indeed possible from the data at hand. 
If the influence of the cost of living and the value of life could be 
accurately determined for each locality; if the data for supervising 
officers could be kept separate, to be combined with that of the class 



30 THE TEACHING STAFF OF SECONDARY SCHOOLS. 

teachers only at one's discretion; if the conditions in each State and 
in those smaller or larger districts which possess significant educa- 
tional unity could be all fully treated; if the influence of the length 
and quality of the educational preparation of the teachers could be 
eliminated as a disturbing factor; and if certain other precautions 
could be taken — one might hope to know with exactitude just what 
is paid for experience pure and simple and to secure some actual 
evidence concerning what ought to be paid for it. 

The data from public schools can not be used directly as evidence 
concerning the relation of amount of experience to degree of efficiency, 
because free competition does not exist the country over, or even 
probably within any one section of it that provides a wide range of 
high school salaries with a constant cost for living of the same value. 
The mere facts as to the relation that actually does exist between 
salary and length of experience under the given complex conditions 
are, however, important. I have therefore made the somewhat 
tedious calculations for the following cases: 
A 1. The men teachers, excluding principals, in cities and towns of 

New Jersey that are suburbs of New York City. 
A 2. The women teachers in the same cities and towns. 
A 3. The men teachers, including principals, in the same cities and 

towns. 
B 1 . The men teachers in Massachusetts outside of Boston. 
B 2. The women teachers in the same cities and towns. 
C 1. The men teachers (including principals) in Indiana (taking 

about 100 schools in alphabetical order). 
C 2. The women teachers in the same cities and towns. 

In the first of these cases the cost of living roughly balances with 
the value of life, the same salary being about as desirable in the more 
expensive as in the less expensive towns. In the second case this is 
not so universally true, though there are, in the writer's opinion, very 
few of the cheaper towns which could take away a teacher from the 
more expensive ones by offering him the same salary. In the case 
of Indiana the writer is unable to estimate the disturbing effect of 
variations in the cost of living for a life of equal value to a teacher. 
I shall present the facts in one or more of three ways: First, in 
diagrams (figures 30, 31, 32, 33, and 34) in which a short dash stands 
for an individual, its position along the horizontal axis denoting the 
individual's length of experience and its position along the vertical 
axis denoting the amount of salary. These figures show to the eye 
the entire fact of the relationship. Second, in diagrams (figures 36, 
37, 38, 39, and 40) showing only the central tendencies^ of salary 

o That is, the values around which the individual salary-amounts cluster most closely; the values which 
would be taken as the types, if one had to choose single values as typical. 



RELATION OF EXPKRIEXCE TO SALARY. 31 

amounts related to difTerent lengths of experience. Third, in a 
verl)al statement rehearsing the essential facts of the relationship. 
In this verhal statement the word "maximum" refers to the maxi- 
mum central tendency for any one length of experience, not to the 
highest single salar}' recei\'cd. 

The reader may be aided in realizing the degree of dependence of 
salary on experience by making diagrams like those of figures 30-34, 
and what the facts would })e if the order of individuals with respect to 
salary w<'rc identical with the order with respect to amount of expe- 
rience. This I have done in one case (men teachers in Indiana) as 
a sample (figure 3.")). 

In the New Jersey suburban cities and towns the maxinuim salaiy 
tendency for men, excluding principals, is reached after fifteen years, 
the teachers then receiving nearly SO per cent more than during the 
first and second year's of service. If principals are included the 
maxinuim reached after fifteen years is somewhat over twice the 
average salaiy of the fii-st and second years. 

For women the maximum is not reached until after twenty years. 
It is about 60 per cent more than the average salarv of the first and 
second years. 

In Massachusetts the a|)parent maximum for men (excluding prin- 
cipals) is reached oiilv after liftcen vears. the teachei-s then receiving 
about twice as much as during tlu» fii-st year of teaching and about 1)0 
percent more than the average of the first and second yeai-s' salaries. 
If principals are included, the maximum is n(»t reached until after 
twenty-five or thirty years and is two and a half times a.s large as the 
salarv' for the first year, and 12.') per cent larger than the average 
salary' of the first and second years. 

For women the maximum is not reached until after twenty vears 
(or even more). It is twice the salar>' of the fii-st year and ai>out <)0 
per cent more than the average salary (»f the first and second years. 
In Indiana the apparent maximum for men is reached in six years, 
the teacher thereafter receiving W per cent more than he did the 
lii-st year or two. If we could follow actual individuals, however, 
we should find that they often progressed to the su|)erinten(lencies 
of counties and towns, so that the tnie maximum would be reached 
later and would be higher. 

Th6 maximum for women is reached or very nearly reached in 
eight years, the teacher then receiving about ;^0 per cent more than 
during the first and second years of teaching. 

Certain common opinions due to the knowledge of many single 
cases are verified by these wider summaries of fact. First, there is 
an unwillingness on the part of large high schools to experiment with 
teachers of little or no experience. The smaller schools are veiy 



32 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



^ — _ — 



O o 



I 



RELATION OF EXPERIENCE TO SALARY. 



33 



— s 



-S 






E 

o 
'* 

1 

2 



^ 



5 

c 
e 

« 
e 



c — 



78279—09- 



34 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



•IN) 



& ^ 



a-e^a-S=Si = 



^ &z mc 



a ex- 



I 



.9=^ 






S= St === _ 5= 

_ ^_ Jfc ^ 

r^ 9-a=Sr 

Q. ^ = ==:=r 

_=_^_^ 

a: 



c\il 



3 



1^ 



5 ft 

o a 



X 
<D 

o 

si 



<^ 



tf 



J«i 






RELATION OF EXPEKIENCE TO SALARY 



35 



-55 



I 



So 
O T 






§1 



^1 

«ol 



36 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



CI 






— -; ja 









RELATION OF EXPERIENCE TO SALARY 



37 



_c> 



8 
9 



■ -■ 



u 
O 
« 

3 

s 

8 

"5 
1 



Sll 






1 



— o o 

I 

o 

t? 



38 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



jtiooo 



4/£ob 



ilooo 



$500 



i I 1 r- 

Fig. 36. — The central tendency of the facts of Fig. 



30. 



—J 

J.0 i5 io 

(Men teachers in New York suburbs.) 



4!S* 



IS 



-r- 



Fig. 37.— The central tendency of the facts of Fig. 31. (Women teachers in New York suburbs.) 



jf/tbo 



^/aoo 



sss^ 



o r w If M 

Fig. 38.— The central tendency of the facts of Fig. 32. 



n I I 

IT »o iS 

(Men teachers of Massachusetts.) 



iflSoo — 



Fig. 39.— The central tendency of the facts of Fig. 33. (Women teachers of Massachusetts.) 



RELATION OF EXPERIENCE AND EDUCATION TO SALARY. 39 

likely equally uiiwillinoj, but are forced by their less adequate finan- 
cial provision to make such an experiment oftener. There is thus a 
fairlv larire mii^ration of teachei-s from school to school. Second, 
the rate of ])rogress in income is \er}' unequal, some teachei*s reaching 



/too 



t I 1 1 1 1 1 1 

O T <0 If !• Jr Jo JS 

FlQ. 40.— Thp c(*nlrul t<-niloncy of thr relationship of amount of salary to lenKlh of e\p<>rience in teaching; 

public high school women teachers of Indiana. 

nearly the maximum salaiy in five or six years, while others teach 
for fifteen years or more without advancing appreciably. Men con- 
tinue to a<lvance through promotion to principalships after their 
chances for advance as regular teacheiN cease. The advance in 
salary due to experience in teaching is most rapid at fii'st. 



IX. THE RELATIONS OF LENGTH OF EXPERIENCE AND OF LENGTH 
OF EDUCATION TO AMOUNT OF SALARY IN OHIO, ILLINOIS. 
WISCONSIN. GEORGIA, TEXAS. AND CALIFORNIA. 

If one docs not .seek to restrict the localities u.sed in the com- 
parison to those in which the same salary is equally desirable, the 
number of cases may of course be greatly increased, to such an 
extent, in fact, that the relation of salary t<> length of experience 
may be studied separately for teachers of each different amount of 
education. The relation of salary to the amount of education for 
teachei's of each amount of experience nuiy also be determined. 

I have so studied all the individualize<l reports from the public 
high schools of Ohio. Illinois, Wisconsin, Georgia, Texas, and Cali- 
fornia." It must be borne in mind that the large schools rarely .sent 
in individualized reports and so are rarely included in the.se data. 
This is. of course, an advantage in that it makes the data less diverse 
with respect to the cost of living and the value of life. 

In the cjvse of Georgia, Texas, and California, I shall simply present 
the facts with jiractically no di.scussion, since, in spite of the utiliza- 
tion of all the reports, the data are too few for an exact determination 
of the relationships in question. (See Table 9. sections A to F, 
pp. 49-52.) 



a In this work I have had the a.'vslstantv of Miss Elitabeth Rusk, assistant in educational psychology at 
Teachers Colle>;e, Columbia I'niversity, who complied the data from the original returns. 



40 



THE TEACHING STAFF OF SECONDAEY SCHOOLS. 



For Ohio, Illinois, and Wisconsin the computations start with 
preliminary tables like the following (Table 5) : 

Table 5. — Table of frequencies of salaries of teachers of 8 years education and 0, 1, or 2 
years of experience in teaching {women in Ohio). 



Quantity. 


Frequency. 

(Number of 

teachers.) 


Quantity. 


Frequency. 

(Number of 

teachers.) 


Quantity. 


Frequency. 
(Number of 
teachers.) 


$399 


4 
2 
11 
1 
2 
1 
4 
4 
8 


$550 


5 
3 
1 
2 


$695 


1 


S405 


$560 


$700 


1 


$450 


$570 


$720 


2 


$465 


$585 


$750 


1 


$475 


$590 

$600 


$780 


2 


$485 


$800. 


5 


$495 


$630 


$1,000 


1 


$500 


$650 






$540 


$675.. . 











There are 528 such tables, but with some blanks (3 States x 2 sexes 
X 11 lengths of education x 8 lengths of experience, namely: 0-2, 3-5, 
6-9, 10-14, 15-19, 20-24, 25-29, 30 and over). I shall refer to these 
528 tables as the original tables. 

From a thorough study of these tables it is clear that the relations 
to be investigated are substantially the same in the three States. 
(The m^edian salary for each of the groups is as shown in Table 6.) I 
therefore combine the data from the three States. 

A study of the same tables also shows that there is no sure appre- 
ciable difference as regards frequency of salaries for teachers of 0, 1, 
2, and 3 years of education beyond the elementary schools. I there- 
fore combine the data for these four groups. The data for 10 years 
of education are too few to give reliable determinations. Hence I 
omit them. 

The data for the groups of ''25-29" and ''30 and over" years of 
experience are too few to give reliable determinations, and there is 
surely no great difference between these two groups. So I combine 
these also. 

The 98 tables resulting I have grouped as columns of the various 
sections of Tables 7 and 8, since averages or medians fail to show 
the very important range of variations amongst teachers of the same 
length of education and length of experience. For reasons of econ- 
omy in printing and convenience to the reader they are presented 
with a much coarser scale of salary amounts than the original tables. ° 
These 98 columns furnish the material for answering any questions 
about the relationship of salary to amount of experience and to 
amount of education in the case of these groups of teachers, and for 
comparisons with the status of this relationship at any date in the 
future. To these tables I refer the expert student of education. 

It is practically impossible to summarize in words the relationship 
between salary and length of experience, because of its complexity. 

o These were kept on a scale by single dollars. 



RELATION OF EXPERIENCE AND EDUCATION TO SALARY. 41 

There is no uniform tendency for a ^iven difference in leno:th of 
experience to be acconij)Hnied by a constant j^ross or })ercentile dilTer- 
ence in salary. The upper ran^e of salaries varies with experience 
more than the avera<j:e salary. The relation Is difTerent in the case 
of those of much and those of little education. There are other 
eccentricities. For an adequate measurement of the relation the 
reader nmst examine every detail of the tables (7 and 8). 1 shall 
state onlv those t^eneral facts wliich are of most sipiilicance to eilu- 
cational administration. These are ^s follows: 

THE REL.\TION OF SALARY TO EXPERIENC'K IN THE CASE OF MEN 

TEACHERS. 

The hif]:h-school authorities in the three vStates under consideration 
pay the avera^^e male hii^h-school teacher on the aveni^^e $28 (i. e., 
4 per cent of the usual salary for the first three years of teachintr) for 
each year of experience from 1 to 12 years, $8 a year for each year 
from 12 to 22, and little or nothing: for each year thereafter. Tlie 
superior teachers show lar^^er diiTerences with experience. The men 
who have had the most education not only are j)aid more at the 
start, but also show lar<rer difTerences with the first 10 or 15 years of 
experience, those with 8 years beyond the elementary school showing]: 
differences with experience that are about live times as larjjje as those 
of men with 0-3 years, over twice as lar<;e as those of men with 
4-6 vears, and one and a half times as lan^e as those of men with 
7 yeai-s.** The difTerences between the salaries of those wifli lQ-15 
and those with 20-30 years of ex|)erience seem to be on the avera^re 
the same for those of little and those of much (Mlucation. 

THE RELATION OF SALARY TO EXPERIENCE IN THE CASE OF WOMEN 

TEACHERS. 

The school authorities in the three States in question j)ay the 
average female high-school teacher on the average $27 (i. e., o per 
cent of the usual salary for the first 3 years of teaching) for each 
yearof experience from 1 to 22 and ap|)arently ovento30()r over. The 
superior teachers show larger diirereiices with experience. The women 
who have had the most education not only are ])aid more at the 
start, but also show larger differences, not only for the first 10 or 15 
years of teaching, as with men, but throughout. Women with 8 
years of education beyond the elementary school show difTerences 

oThe somewhat awkward fonii of verbal statement used here and later Is necessarj- to avoid ^vlng the 
impression tliat the same person would receive the atlvance and discounts descrll>ed If he had the increase 
In experience or educution or the decrease in the latter correspondinp to the differences described. Such 
may l>e tnie, hut it docs not necessarily follow from our facts. For education and experience not only 
alter individuals from what they were or would have been, but also seU>ct individuals. The teachers who 
have tau>;ht 2U years are a selected group of those who have taught 2 years and their salaries need not Ix* 
equal to what the latter would attain If they taught IN years longer. The teachers who studied 8 years 
may be different by nature as well as by training Irom those who studied only 4 years. 



42 THE TEACHING STAFF OF SECONDARY SCHOOLS. 

with, experience that are five times as large as those of women with 
to 3 years, over twice as large as those of women with 4 to 6 years, 
and over one and a half times as large as those of women with 7 
years. 

THE RELATION OF SALARY TO LENGTH OF EDUCATION. 

It is also impossible to state the relation between salary and length 
of education adequately in words. There is again in this case no 
uniform tendency, though the eccentricities are here not so marked. 
There is also a special difficulty in that the increases from to 9 
years of education do not mean additions of equal amounts of the 
same thing. For instance, the group with 8 years of education are 
mostly college graduates, while the group with 6 years of education 
have rarely completed two years of a college course. Tables 7 and 8 
tell the whole story, certain features of which I shall repeat in verbal 
form. 

The high-school authorities in the three States pay the average 
male high-school teacher on the average $90 (or one-seventh of the 
usual salary for the first 3 years of teaching) less, if he is one year 
short of the standard 8 years; they pay him on the average $220 (or 
one-third of the usual salary for the first 3 years) less, if he is 3 
years short of that standard; and $325 (or over half that salary) 
less, if he is 6 years short of that standard. For a year in addition 
to the standard they pay him on the average $90 more. All these 
differences are smaller for those of little experience in teaching and 
greater for those of much. 

The corresponding figures for women teachers are $75, $150, and 
$275 less, for 1, 3, and 6 years short of the standard 8 years, and 
$45 more for 1 year over that standard. These amounts are, respec- 
tively, one-seventh, two-sevenths, over half, and one-eleventh of the 
usual salary for the first three years of teaching. 

It is evident that school authorities reward the kind of man or 
woman who has secured a thorough education; and that, in so far 
as their practice is a natural selection of one means of securing 
efficient teachers, premiums for advanced education are desirable in 
formal salary schedules. The figures indeed suggest that the premi- 
ums now given in such formal salary schedules are too low in the 
case of education and too high relatively in the case of experience 
in teaching. 

Neither experience in teaching nor amount of education is so 
important in determining relative salaries as the differences amongst 
teachers in other respects; that is, in native gifts and in the quality 
rather than the quantity of their education. That teachers of the 
same amount of experience and education vary enormously as to 
salaries is shown by every group recorded in the tables. For instance, 



RELATION OF EXPERIKNCK AND EDUCATION TO SALARY 



43 



of the men who have tau^jht from 10 to 14 years and who had 8 years 
education in advance of the elementary schools, some receive four 
and even five times as much per year as others. 

In the case of the estijnates made above for the teachers of Oliio, 
Illinois, and Wisconsin, and in tlie case of all the facts of Tables 6, 
7, 8, and 9, the reader should bear in mind that the calculations are 
based upon the inchvidualized returns only, and hence include only 
a part of the entire tcachijij; staff of the States in question. In par- 
ticuhir, it should be bonie in mind that the lar^^est cities -those pay- 
intjj the hirj^est salaries and havinj^ as a rule teachers of more than 
averajje education and experience — oftenest omittetl tlie individ- 
uaHzed section of the report blank. 



Table it.— The reUition of salary to length of experience in teaching and to extent oj 

education. 

[The entrira (ur salarivji ure iiipdiuns.] 

A.-MEN TEACHERS OF OiilO. 



Ijenglh uf experience in jroan. 



Years of ediu-at iun. 



0. 

i.. 

2.. 

3.. 

4.. 

&.. 

6.. 

7.. 

8.. 

9.. 

10. 



O to 2. 



Sto&. 



1450 



6 to 9. 



1.000 
450 



t540 



10 to 14. 



<'.J0 


»« 


'ij 


:<ii) 


.V ■ 


■ . .) 


1 067 


U>.i 


<p7o 


550 


710 


750 


630 


800 


900 


742 


805 


950 


800 


500 


1.200 



9S50 



44li 

1 . 2'*) 

::> 

MJO 
1,200 
1,150 
1,300 



IS to 19. 



90to94. 



25 to 29. 



1765 



J.-.JII 

. •*.'» 

7vJ 

9.VJ 

1 , 250 

1,000 

1,065 



1580 

1.000 

MIO 

7«^ 

VjO 

I.H^ 

1.150 

1.850 



B.-MEN TEACHERS OP ILLINOIS. 



C— MEN TEACHERS OF WISCONSIN. 



570 



aoud 

over. 



1600 
440 



900 



900 


6i0 


1 . (107 


1.700 


y73 


1,850 


3.000 


1.100 


1,150 


1,650 



.. 















1 


tao 








t600 
480 




2 




17001 two 

1 650 

680 »,:-, 

675 N^ ' 

810 'MMI 

850 1,0<10 

950 1,100 

1 400 1 400 


1726"!"!!!!!!!! 

^M 1 1 . ''T-'l 

i,2*«t i.aji 

1,1(>0 1,».<H) 

1 ■ H « 1 V ■ ■. 




3 


800 
505 


1642 

610 
562 
680 
800 
900 
766 




4 


2'> OOO 


5 


1,300 
1,125 
1,4(¥) 
1 , 700 
1,000 
2,450 


> 000 


6 


«75 
600 
700 
825 
467 


1,150 


7 


8 


3,000 

:j,ooo 

2,400 


9 


10 


1.250 , 1 S.'iO 1 t-JMi 1 iMui 






i 1 


1 












1 








1 












2 


1610 


t755 
855 
765 
900 
625 
785 
750 
900 
800 


11,050 
720 
950 
720 
?20 
810 
925 
1,000 
l,r25 


tl,200 








3 


770 








4 




720 $1,000 
1,200 600 

9.50 1,400 
1,080 1,000 
1,125 1,000 
1,500 2,000 

1,550 

1 


SI. 400 

700 

s.>5 

i.rioo 

l.liOO 




$2,000 


5 


495 
640 
720 
630 
740 




6 






7 






8 






9 






10 


2,650 




1,850 









44 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



Table 6. — The relation of salary to length of experience in teaching and to extent of 

education — Continued . 

D.— WOMEN TEACHERS OF OHIO. 









Length of experience in years. 






Years of education. 


to 2. 


3 to 5. 


6 to 9. 


10 to 14. 


15 to 19. 


20 to 24. 


25 to 29. 


30 and 
over. 







$520 






$553 




$1,200 




1 












2 


$320 
510 
480 
500 
450 
585 
540 
648 


360 
390 
495 
500 
450 
555 
675 
700 
780 


$560 
350 
675 
540 
727 
640 
750 
690 
700 








570 




3 


$450 

710 

890 

700 

765 

1,200 

1,050 

1,200 


425 

1,150 

330 

600 

800 

1,000 

1,300 

1,200 


$500 

750 

880 

750 

1,200 

1,350 

1,000 

1,450 


$600 


4 


1,200 

509 

660 

1,000 

1,100 


1,200 


5 


1,550 


6 


1,300 


7 


1,500 


8 


1,500 


9 




10 


6i7 











E.— WOMEN TEACHERS OF ILLINOIS. 






$595 




$400 






$425 

400 

1,500 

1,200 

875 

900 

700 

900 

1,250 

2,000 






1 




$480 








2 


480 
400 
485 
300 
500 
515 
550 
552 


$812 
400 
510 
540 
525 
540 
675 
690 
850 

• 


630 
540 
480 
560 
665 
590 
800 
837 
800 








3 


480 
467 
600 
760 
770 
900 
1,050 
1,150 




$1,500 




4 


$520 
900 
800 
800 
950 
975 
1,150 




5 


2,000 
810 
1,300 
1,350 
1.500 




6 


$875 


7 


1,100 


8 




9 




10 















F.-WOMEN TEACHERS OF WISCONSIN. 






$450 
















1 
















2 


540 


$495 
736 
625 
550 
562 
675 
630 
700 
645 


$405 












3. .. 


$1,400 
1,000 
650 
825 
610 
725 
750 
850 




$630 

1,350 

540 

760 






A 


540 
450 
495 
495 
540 
734 
900 


540 
868 
500 
725 
720 
720 
740 


$1,300 
1,300 
730 
1,175 
750 
706 
800 


$760 


$1,040 


5 


6 


1,150 


650 


7 




8 


1,100 
1,300 
1,350 






9.. 






10 -... 













Table 7. — Relations between salary, amount of education, and extent of experience of 
male high-school teachers in Ohio, Illinois, and Wisconsin. 

[The entries in the table give the number of teachers in each case.] 

A.— MEN OF TO 3 YEARS OF EDUCATION. 





Years of experience. 


Salaries. 


0to2. 


3 to 5. 


6 to 9. 


10 to 14. 


15 to 19. 


20 to 24. 


25 and 
over. 


Under $400 




2 

10 

3 

7 


1 
7 
6 
6 
5 

i' 

4 










$400 to $499 


1 
4 
2 
1 


4 

11 

6 

8 
1 
2 
2 


2 
3 
9 
3 
3 
2 




3 


$500 to $599 


1 
6 
2 
1 




$600 to $699 


3 


$700 to $799 


2 


$800 to $899 


2 


1 


$900 to $999 






$1,000 to $1,099 




1 


2 




$1,100 to $1,199 




1 




$1,200 to $1,299.. 








1 






$1,300 to $1,399.. . . . 










1 
1 




$1,400 to $1,499 








1 
1 






$1,500 to $1,999 








1 


1 


$2,000 to $2,499 . 












$2,500 and over 

































RELATION OF EXPERIENCE AND EDUCATION TO SALARY. 



45 



Table 7. lielntions between salary, amount of cduration, and extent of e.iprrimrc of 
male hiyh-srhool teachers in Ohio, Illinois, and Wisconsin — Continued. 



B.-MEN OF 4 YEARS OF EDUCATION. 



Years of experience. 



Salaries. 


Oto2. 


3 to 5. 


6 to 9. 


10 to 14. 


1.5 to 19. 


20 to 24. 


25 and 
over. 


Vrt'lrrtVVt 




2 

10 
H 

11 
2 
3 

4* 


1 
5 
4 
• 11 
6 
2 
4 
3 










)t 1 .1 


4 

( 

4 
2 


4 
4 
11 
3 
6 
2 
2 
2 
2 
4 
2 
2 


1 
3 

4 
6 


1 
2 
1 
2 
3 
1 
1 


1 


^ * 


*C> ' 1 


5 

1 


.< 1 


? 


$ 




1 
3 


1 
1 


$ rr, 




|1,H"I tw f\.\'f>..., 




Il.an) to SI.-"'-' 




1 


2 








I1,;«J0 U) SI . t'rt 




1 
2 

1 


! 

2 


1 
4 
2 


11,400 to SI. ■«'.''• 









$1..VK) to SI. '»'.•'» 








fc.fXN) to S-',4'»'.» 








$J,.j<x) and over 










"'• 




1 


1 








■■"1 





E.— MEN OF 7 YEARS OF EDUCATION. 



c- 


MEN OF 5 YEARS OF EDUCATION. 






Undcrf400 




1 












»400tof499 


4 

3 


2 










»5(M)to$599 


1; 5 

6 8 


1 
1 
5 
S 
2 
3 

1 


2 




KiOOlolUOQ 


^ 




1700 to $799 






s 
1 
1 


3 
3 
2 




$800 to 8890 




$900 to 1090 1 




$1,000 to $1.090 






$l.H»»t<)S1.190 




... . 


$l.Ji)<)toS1.209 




3 






2 


$1.3U)toS1.309 




3 




$1.4nr»fof!.40e 








2 


1 


SI 'sm 








4' 


8 


J- 499 










U,^ over 1 










1 


1 













D.— MEN OF 


' YEARS OF EDUCATION. 






Under $400 1 


1 
S 
10 
19 
11 
6 
4 
2 


t» 


1 


$400to$499 4 


1 




$.WOto$509 10 


11 
14 
15 
15 
3 
5 
2 
4 


5 4 1 1 
17 5 ' 4 

g « 1 A 


1 

4 
1 


$«M)to$«» 11 

$7()Oto$799 , 9 


$M)0to$899 4 


11 

s 


5 


6 

9 


$<»"" '■>«<"'» t 




Si '^»9 1 1 


10 ^ 


e 


SI ^ i'.W i 


6 

9 






2 


Sl.J**! loSl.J'.f.t < 


1 


9 1 


SL.lim foSl-.T**' ' 


5 1 1 

1 2 1 1 

1 1 1 1 


S1.4(X) toS1.4^''.i ! 






Sl..')«tO to SI. '.»'.»'.* ' 






$2,000 to $->.49y : 








1 i i' 


82,500 and over 




1 






1 1 i 



Unilprf4(rt 






... 1 ■ 1 


$t 


6 4 

2 3 

5 11 

3 11 

2 "i 


1 
4 
8 
3 
9 
9 
4 
3 




$ ' 


2 
6 
9 

4 
7 
6 
3 

1 
5 


1 1 
3 4 

2 1 

3 2 
1 1 




S' 




f: 




S^ 


2 


S' 


1 
1 


9 
3 
2 


SI >^»9 

Sl.UiOloSl.l<»9 


1 


S1.2«K) to $1.299 


1 




1 1 




S1..300 to $1.399 




2 

1 







$1,400 to SI. 490 


L___ 


3 1 1 1 
2 ^ * 




$1,500 to SI. 999 i i 


2 
2 

1 


82.000 to $2.499 1 






2 1 


82,500 and over 






1 1 1 








46 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



Table 7 .—Relations between salary, amount of education, and extent of experience of 
male high-school teachers in Ohio, Illinois, and Wisconsin — Continued. 

F.— MEN OF 8 YEARS OF EDUCATION. 









Years of experience. 






Salaries. 


0to2. 


3 to 5. 


6 to 9. 


10 to 14. 


15 to 19. 


20 to 24. 


25 and 
over. 


Under $400 
















$400 to $499 


15 
23 
35 
22 
15 
1 
3 


2 

13 

23 

27 

25 

27 

20 

4 

8 

3 

2 


1 

6 

15 

19 

16 

18 

23 

8 

9 

7 

3 

10 


3 

1 
7 

10 

12 
8 
7 

11 
5 
8 

20 
2 
1 


1 
1 
1 
5 
8 
3 
8 






$500 to $599 


2 
1 
2 


1 


$600 to $699 


2 


$700 to $799 


2 


$800 to $899 


1 


$900 to $999 


4 
6 
2 
2 
1 
2 
11 
3 
3 


1 


$1,000 to $1,099 


4 


$1,100 to $1,199 




$1,200 to $1,299 


2 


5 

4 

3 

13 

1 
2 


1 


$1 ,300 to $1 ,399 




$1,400 to $1,499 






$1,500 to $1,999 




6 


$2,000 to $2,499 






5 


$2,500 and over 








4 

















G.— MEN OF 9 YEARS OF EDUCATION. 



Under $400 














$400 to $499 














$500 to $599 


2 

1 
2 

1 
3 


1 
3 
8 
5 
6 
1 
3 
4 


1 
2 
1 
4 
3 
4 
3 
3 
2 
4 
3 








$600 to $699 


1 


1 
1 
3 
1 
1 
1 
5 
2 
1 
1 
4 




1 


$700 to $799 






$800 to $899 


1 
3 


• to to 




$900 to $999 




$1,000 to $1,099 


1 


$1,100 to $1,199 


1 


5 
5 
3 
3 
6 
1 




$1,200 to $1,299 






$1,300 to $1,399 




1 




$1,400 to $1,499 








$1,500 to $1,999 






2 


1 


$2,000 to $2,499 








$2,500 and over 










2 



















Table 8. — Relations between salary, amount of education, and extent of experience of 
female high-school teachers in Ohio, Illinois, and Wisconsin. 

[The entries in the table give the number of teachers in each case.] 

A.— WOMEN OF TO 3 YEARS OF EDUCATION. 





Years of experience. 


Salaries. 


0to2. 


3 to 5. 


6 to 9. 


10 to 14. 


15 to 19. 


20 to 24. 25^--d 


Under $400 


1 
1 
2 
1 


3 
5 
3 
1 


1 
2 




1 




$400 to $449 






1 


$450 to $499 


3 

1 
1 


1 


$500 to $549 


? 


1 1 


$550 to $599 


1 


$600 to $649 






1 




1 1 


$650 to $699 










$700 to $749 




1 ! 1 






$750 to $799 






■ 


$800 to $849 




2 




_ 






$850 to $899 













$900 to $949 













$950 to $999 












$1,000 to $1 ,099 












$1,100 to $1,199.. 












$1,200 to $1,299 











1 


$1,300 to $1,399 












$1,400 to $1,499 












$1,500 to $1,999 










1 1 3 


$2,000 and over 










i 












1 



RELATION OF EXPERIENCE \S\J EDUCATION TO SALARY. 



47 



Tabi.k 8. — Relations between salary, amount of education, and crlent of c.i perience of 
female hiyh-srhool teachers in Ohio, Illinois, and Wisconsin — Coiitiniud. 



H.-WOMKN OF 4 YEARS OF KDUCATION. 








Years of experience. 


Salaries. 


Oto2. 

2 
3 
3 

3 


3 to 5. G lo 9. 


10 to 14. 


\r, to 19. 


20 to 24. 

__ 

1 


25 and 
over. 


I'iKlor i^^MY 


2 
3 


1 
2 








. !<) 


3 






; «» 


1 4 












- 


1 


2 


1 




o 




2 

1 




• > 


•<» 






1 




1<I 


1 


2 


■> 


,'t 


1 

1 




1 


> « 




1 


1 




t'» 


1 




1 


... 


Sl.l(HMo«' 

$1.21" 




1 

1 
I 

2 3 


1 

1 


ti 


$!.;<. ' 






ti t 1 




., 


1 


, 


t 




1) 


»_ r 




1 










1 







C— WOMEN OF 5 YEARS OF EDUCATION. 



Under f40f). 



i . 



• I'.i . , 



D.— WOMSN OF b YEARS OF EDUCATION. 



$2,0«Kian(l over. 



# ■ ■ 
Undor $400 


1 
5 
12 

e 

6 
2 


1 

3 

11 
13 
4 
3 
3 
1 
3 
2 


1 

3 
2 
6 

1 
1 
8 
3 
2 
3 
4 
1 










SirKi !,, ?44« 


1 
3 
2 
2 
2 
6 
3 
3 
3 
1 
2 


! 

3 

i 

3 

i 

2 


1 

2 
1 
5 

1 




"1 




•'• 




i-i 


1 


; , 




1 


1 


i'.» 






>•» 


i 


1 


• '. 


1 
1 


> - • — i « 


2 


1 




« r.^ ',, >cj<) 






Ji.io"! 'M «1,(>.»9 




... ' 




3 









$1,100 to Sl.lW 









1 


$1 .200 to 11 .LX-KJ 








2 
2 






SI .300 to H.-iW 






1 


1 
1 
1 


1 

i' 


1 


$1.4110 to $l,4<fj 








$1,.".00 to SIZ-HK) 







1 


2 


$2,000 and over 
























48 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



Table 8. — Relations between salary, amount of education, and extent of experience of 
female high-school teachers in Ohio, Illinois, and Wisconsin — Continued. 



E.— WOMEN OF 7 YEARS OF EDUCATION. 





Years of experience. 


Salaries. 


0to2. 


3 to 5. 


6 to 9. 


10 to 14. 


15 to 19. 


20 to 24. 


25 and 
over. 


Under $400 




1 
1 
2 

1 

2 
4 
6 






i 




$400 to $449 


1 
9 

7 
2 
2 


1 
2 
7 
2 
4 
1 
1 
3 
2 
2 
1 








$450 to $499 


1 
1 

1 






~- 


$500 to $549 


1 






$550 to $599 






$600 to $649 


1 
1 


1 




$650 to $699 






$700 to $749 


1 


t 

2 
2 




1 


$750 to $799 


4 
1 


1 




$800 to $849 


1 
1 


1 


$850 to $899 






$900 to $949 




1 


1 


1 


$950 to $999 








$1,000 to $1,099 








1 


2 

1 
1 
1 
1 


1 


2 


$1,100 to $1,199 






1 


1 


$1,200 to $1,299 






i 


1 




$1,300 to $1,399 






1 




$1,400 to $1,499 






1 


1 
2 


1 


$1,500 to $1,999 








5 


$2,000 and over 








1 


1 

















F.— WOMEN OF 8 YEARS OF EDUCATION. 



Under $400 


3 

9 

50 

52 

27 

34 

16 

8 

4 

7 

1 

2 














$400 to $449 






1 
1 








$450 to $499 


11 

29 

15 

38 

31 

28 

17 

15 

2 

3 

1 

9 

2 

2 


1 

5 

6 

14 

25 

22 

16 

19 

7 

10 

4 

6 

5 

4 

6 

2 








$500 to $549 


1 


2 




$550 to $599 


3 
3 
1 

17 
2 
5 
4 
6 




$600 to $649 




1 


2 


$650 to $699 


2 
3 
3 
3 
3 
1 




$700 to $749 






$750 to $799 


1 




$800 to $849 




$850 to $899 


1 
2 
1 




$900 to $949 




$950 to $999 




$1,000 to $1,099 


1 


2 

1 
9 
9 
7 
3 


2 
1 


2 


$1,100 to $1,199 




1 


$1,200 to $1,299 








$1,300 to $1,399.. . 




3 
5 
2 
1 


1 
3 
5 
1 


3 


$1,400 to $1,499 






1 


$1,500 to $1,999 






4 


$2,000 and over 








1 















G.— WOMEN OF 9 YEARS OF EDUCATION. 



Under 

$400 to $449 

$450 to $499 

$500 to $549 

$550 to $599 

$600 to $649 

$650 to $699 

$700 to $749 

$750 to $799 

$800 to $849 

$850 to $899 

$900 to $949 

$950 to $999 

$1,000 to $1,099.. 
$1,100 to $1,199.. 
$1,200 to $1,299., 
$1,300 to $1,399.. 
$1,400 to $1,499.. 
$1,500 to $1,999., 
$2,000 and over. 



RELATION OF EXPERIENCE AND EDUCATION TO SALARY. 



49 



Table 9. — The relation of salary to length of experience and to length of education {beyond 

the elementary school) . 

A.— MALE PUBLIC HIGH-SCHOOL TEACHERS OF GEORGL\.a 



Yean of ediica- 



lyongth of experience In years. 



tion. 


0to2. 


3 to 5. 


6 to 9. 


10 to 14. 


15 to 19. 


20 to 24. 


25 and over. 


2 




tl.400 
1,400 


$540 

600 

1,000 










4 


SS40 








$1,650 










5.. 

• 


740 


675 


600 


ti.uoo 

1,200 

700 

900 (2) 
1,500 








1,400 900 
400 600 
675 r>.30 
850 720 (2) 
900 750 

1.400 900 
675 675 (2) 
800 800 
900 1.000(2) 

1,000 1.200 

1.300 1.450 








700 
1.100 


$630 


SI.. 500 
l.liOO 




, 1.200 




























7 


675 
800 

900(2) 
1,200 












800 
1.000(4) 
1.200 


900 
1.450 
1,600 


900 






















1.600 
900 












8 


640 


AS) 




675 
1,000 
1.100 
1.400 

000 

MO 
1,000 
1,035 
1.600 
1.500 


1,500 


1,500 






1,200 750 










810 




















9 




720 
•1,125 




750 
1,000 
1,500(2) 




800 














■ 






























10 






750 

1 ax'. 


1,600 

























n.-KKMALK riBLIC HIG1I-S( IIOOL TEACHERS OF (JEORGlA. 













» 


' 1 




•600 


1 




4 $I.V) 


$360 
400 
500 
400 
450 


$300 

400 


1 




* 360 




1 




4.50 








5 400 

800 


360 

400(2) 

450(3) 


450 


$540 












6 280 j 300 


400 

450 
730 


675 




400(2) 1 585 









4.V) 

.540 

7 MO 






, 












360 
540 
500 


4.50(2) 
900 


495 










8.. 450 


495 
720 















9 495(2) 








10 and over 




800 







1 




i 



C— M ALE PUBLIC HIGH-SCHOOL TEACHEB8 OF TEXAS.» 



$315 
375 



500 
630 



405 
540 
700 
810 (2) 



$.590 
675 
400 
525 

600(4) 
675 
400 
480 
600 
800 
810 



$350 
495 
450 



$350 



495 
790 



900 
.540 
1.125 
4W) 
630 
900 



$675 (2) 



$500 



600 



400 
450 

540 I 
700 (2) 
850 I 



360 
450 
500 
700 
750 



495 
6.30 
900 



1,000 



$900 



a There are also 15 Individuals report inR doubtful lengths of education, of whom probably 5 had less 
than 5 years lievond the elementary ahool. 

f> There are also 52 individuals roport«'d with doubtful amounts of education, of whom 25 had probably 
less than 5 years beyond an elementary school cours<:. 

72879—09 4 



50 



THE TEACHING STAFF OF SECONDARY SCHOOLS. 



Table 9. — The relation of salary to length of experience and to length of education {beyond 

the elementary school) — Continued, 

C— MALE PUBLIC HIGH-SCHOOL TEACHERS OF TEXAS— Continued. 



Years of educa- 






Length of experience 


in years. 






tion. 


0to2. 


3 to 5. 


6 to 9. 


10 to 14. 


15 to 19. 


20 to 24. 


25 and over. 


5 




$900(2) 


$855 
1,048 


$760 

900 
1,000(2) 

450 

585 

720 

900(2) 
1,000 
1,060 
1,300 

630 

675 

720 

800 

900 (3) 
1,100 
1,300 

560 
1,100 
1,200(2) 
1,400 






























6 


$400 
450 
540 
900 


450 

525 (2) 

560 

585 

600 

630 


540 

750 

800 

1,200 


$640 

700 (2> 

765 

800 

900 
1,008 
1,200 

540 
1,200 
1,385 


$500 

685 

900 
1,000 (2) 
1,100 






































7. 


675 


600(4) 

675 

680 

800 (2) 

810 

900(2) 


400 
700 
810 
900 
1,105 


540 
675 


$495 




600 






945 










































8 


540 (2) 

630 

640 

700 

720 

850 

855 


585 (2) 

600 

640 

680 

700 (2) 

720 

765 

775 

810 (3) 

855 

900(2) 
1,000 (4) 
1,100 
1,125 
1,200(2) 

720 

725 

765 

900 


425 

630 

720 (2) 

795 

810 

825 

900 

945 

960 
1,000(2) 
1, 100 (2) 


500 (2) 
900 (2) 

1,000 

1,060 

1,200 

1,342 

1,500 


637 

720 

900 
1,000 (2) 
1,200 
1,500 


600 




700 

900 
1,000 
1, 100 (2) 
1,275 

































































































9 
















900 
1,100 
1,200 


700 

765 

900 

1,000 

1,200 

630 

1,500 

2,000 


1,200(2) 
2,000 


810 


807 






































10 


1,000 


765 

990 

1,060 


600 
1,000 
1,200 
1,500 


600 
1,000 
1,060 
1,100 
1,500 




1,500 






2,000 












1 
























D.- 


-FEMALE 


PUBLIC E 


[IGH-SCHOOL TEACI 


lERS OF 1 


^EXAS.a 




2 


$400 


$315 
450 
495 

400(2) 
540 
585 


$382 
765 
810 
450 
495 
600 










3 




$540 
















4 


405 
420 
450 


$320 
810 


400 


$1,060 


























5 




320 

415 

540(3) 

630 

675 

320 

445 

450 

495 

585 

600 

720 


405 
440 


900 


440 (2) 

630 

675 


450 

520 












































6 


320 
400 
425 
630 
640 


400 

495 

500(3) 

540 

675 

762 


390 

450 (2) 
540 
585 
630 
720 
810 
900 
480 
630 
675 
720 
1,200 


500 
520 
630 
765 (2) 


675 
795 


$765 




















































7 


400 
510 
600 
630 
640 


360 
495 
500 
540 
560 


450 
540 
585 
675 


765 
900 


630 


855 





























o There are also 32 individuals reported with doubtful amounts of education, of whom 18 had probably 
less than 5 years beyond an elementary school course. 



RELATION OF EXPERIENCE AND EDUCATION TO SALARY. 



51 



Table 9. — The relation of salary to length of experience and to length of education (beyond 

the elementary school) — Continued. 



D.-FEMALE PUBLIC HIGH- 


SCHOOL T 
Length c 


EACHERS 


OF TEX.\S— Continued. 


Years of educa- 




>f experience in years. 


tion. 


0to2. 


3 to 5. 


6U>0. 


1 
10 to 14. 15 to 19. 


20 to 24. 


25 and over. 


7 


f675 


moo 

675 




























700 










8 


406 

495(2) 
500 
675 (2) 


300 

360 

450(4) 

496 

5«(2) 

585 

675 

680(2) 

700 

795 

UO 


$480 
630 
810 


•675 (2) 
855 


1500 1 *A7<( 


1450 




720 






795 














































































































10 


S« 


MS 






S80 















K.-MAi-K iM in.K nii;H-s<:m*«>L te.mhers ok ( AI.IFORNIA.i 



3 




1,500 














11.100 
1.250 


tl.200 
1,100 
1,500 
1,300(2) 
1.300 
l..\10 
1 .100 


fl.VJO 

1..XKI 
l,(Hlli 
\.¥*\ 

l..'.4l() 
1 .NRI 


• 1 7nn •• 'v>n 


4 


tl.OOD 

I. .son 

1,020 
1,200 
I.-VIO 




«1,UUU 


.1 




1.200 
1,000 
1.200(2) 
^.lOO 




6 


900 
1.200(2) 
1.2.10 


i.ino 

1 .;>i) 


7 , 




............|.-. . 






.'■."'."' 


, 




7!»(2) ' 1,04') l.Jsbo" ■ 
900 .» ; 1,600 
l.ir. .i(4) 1.750 
L2U0(J, 3.000 


1 !2nri 


k ami 


1,-IM) 

1.320 
1..V)0 

I soo 




600 
\.¥t) 
1,500 


1,5011 ..'..... 




1,500(1) 1 1 • 






J. *«) 
2. 700 

i.iio 

1 . :<2o 
1. 4or) 
1,650 
















2,(1111 
720 

i.au 

1,200(2) 
1.2.in 






8 


730 

TBS 
RSO 
900(3) 

av) 

1,100 

1.150 

1.200(2) 

1.250 

1.500 


7» 

1.000(3) 
1,200(6) 
1.212 

Law 

1..177 
1.400(2) 








1.000 
1,100 
1.210 


1,400 

1.500(3) 

1.600(2) 

l.H00(4) 

2.000 


i,:ioo 

l.fklO 




\.\V\ 1.2.10 
1. V-. 1,.T00 
1.4(n , 1.332 
















1,500(2) 1,. ■500(2) i 1.3S0 




• 






1.600 1.400 
1,800(2) 1,440 
2.000 1.500 
2,2.10 1 1.550 

1.650 




















1 










1 










1 










l.W10(4) 
2. Of«) 
2.200 
2,400 











































9 


1,000 
1,200 
1,2.V) 


7X) 


am" 


1,000 
l.iW 
1.332 
1,6.10 
1,750 


....... ... .. 




950 LOi-i i.-vmci) 

l,I0r)(2) 1,0110 1.617 
1.250 1.200(2) < 1.650 


1,250 


I.IIUU 
1,500 














1,300 
1.425 
1.500(2) 
1,500 


1.210 

1.350 

1,500(2) 

1,125 

1.350 

1,380 

1.400 

1,480 

1,500 

1,650 




1 




















10 


1.500 


1,100(2) 

1,145 

1,200(2) 

1,250(2) 

1,500(3) 

1,550 

1,600(2) 

1.617 

1,620 

1,700 

1,7.50(3) 

2,200 


1,500(3) 


1,000 1,300 

1,100 

1.200 

1,400 



























































































, 



















1 




1 



5 ;e^'"^;oTd 1u. ei^LCtliy i;^!' ''""*'''"' "^"""^ °' *^"^"°°' °^ '^^°™ P™^»^'y '« had less than 



52 



THE TEACHING STAFF OF SECONDAKY SCHOOLS. 



Table 9. — The relation of salary to Ungth of experience and to length of education {beyond 

the elementary school) — Continued. 

F.— FEMALE PUBLIC HIGH-SCHOOL TEACHERS OF CALIFORNIA.o 



Years of educa- 
tion. 


Length of experience in years. 


0to2. 


3 to 5. 


6 to 9. 


10 to 14. 


15 to 19. 


20 to 24. 


30 and 
over. 





$750 
450 














2 




$805 
1,332 




$1,000 
















3 






$950 




$1,100 


$850 












1,800 


4 


900 


$1,000 




900 
1,100 
1,210 
1,250 


i,bbb 

1,300 




1,380 




















5 


800 
900 


750 


1,000 


1,680 


1,300 


1,000 




1,100 














1,680(4) 
2,100 
















6 


350 

450 

750 

900(2) 

475 

900 (2) 

950 
1,000(3) 
1,212 




900 


700 
1,200 


1,500 


1,000(2) 
1,100 


1,000 






1,320 










1,500 
















7 


900(4) 
1,000(9) 
1,050 
1,212 
1,250 
1,680 (2) 


900(5) 
1,000(6) 
1,045 
1,092 
1,200(4) 
1,332(4) 
1,380 


300 
•900 

950 
1,000(2) 
1,200(7) 
1,320 
1,332(2) 
1,500(2) 
1,680 

950 

997 
1,000(4) 
1,045(2) 
1,100(4) 
1,200(3) 
1,210 
1,250 
1,300(2) 


1,000 

1,200 

1,320(2) 

1,332 

1,617 

1,680 


1,300 


1,200 
































































8 


630 

650 (2) 
720 (5) 
800 (12) 
807 

810 (2) 
850 (5) 
900 (21) 
912 (3) 
950 (5) 

1,000(21) 

1,100 

1,200 


500(2) 

760 

800(5) 

810 (2) 

825 

850 (11) 

900 (7) 

925 

950 (9) 

975 
1,000(21) 
1,050(2) 
1, 100 (3) 
1,150 
1,200(4) 
1,210 

462 

800 

810 

850 (3) 

900(5) 
1,000(7) 
1, 100 (3) 


760 

855(4) 
900(4) 
950 (5) 

1,000(11) 

1,050(2) 

1, 100 (2) 

1,150 

1,210(10) 

1,250 

1,265 

1,300 

1,332 

1,380(2) 


950 
1,000 
1,145 
1,200 
1,210 
1,320 
1,332 
1,500 


1,000 
1,200(2) 


1,250 




1,800 












* 


















































: 1. ..:::::::; 
















1 



























9 


750 

765 

800(3) 

850(2) 

900 

950 
1,000(3) 
1,050 


807 

900 (5) 

912 
1,000(5) 
1,045 
1,100 
1,150 
1,300 
1,380 

950 
1,150 
1,200 


945 (2) 
1,080 
1,092 
1,200 
1,210(2) 


1,000(2) 
1,045 


1,000 
1,250 




































































10 


850 

950 

1,000 


905 

950 

1,000(3) 


950 


1,100 
1,680 




1, iob 










1,000 
1,045 
1,100 











































o There are also 21 individuals with doubtful amounts of education, of whom probably 6 had less than 
5 years beyond the elementary school. 



LIST OF REFERENCES ON TEACHERS' SALARIES. 



(This ILst Is designed to siippK'inont the biMlopraphy of t<»ach»'rs' salaries and pensions, by Charles A. 
Nelson, punlished in the Educational n-view, XV. 24-:V>, January 1907.] 

('haricellor. William Efltabrook. Salary, tenure, and certificate. In his Our schools 
and their adininistratiou. Hoston, I). ('. Heath & co., 1904. j). 341-G9. 

Cooley, Kdwin flrant. The l)a.«i.s of ^n^adint; teachers' salaries. In National education 
association. Journal of pnx;ee<iinj^ and addrest<<'s, 19()7. (('hicaijo. Illinois, 
University of Chicago press] 1907. p. 94-101. 

McAndrew, William. Where education breaks down. Educational review, SA: 
11-23, January 1JK)7. 

See. tame, p. 522-26 (Reply by laabolla M. Blake). 

(Nf)rth l>akota. Kdiuational ;LKSo<iation. ('(»mmittee on teachers' .siilarics] Ilcjuirt. 
//< t/s Proceedings, 1!HH. Bi.'^man k. N 1) , Trihiiiu- Si;ifi- |»riiittr«. ;md binders, 
1905. p. 67-84. 

Ricker, Y). S. Unionizing the schocjl-teachers. \\«>rld t«»-tlav, h: 394-402. .\|)ril 
1905. 

Histor}' of RTowth of the movement. 

Thwiiig, K. W. Salaries <»f teachers in high ftcho<»ls. School bulletin, 34: 145-46, 
.\pril 15HJH. 

Unite<l States. Bureau of education. (Mtv teachers* salaries. In ita Rejwirt of the 
com mi.ssi oner for the year 1906. Washington (lovemment printing office, 1907. 
V. 1, p. 224 3.5. 

Teachers' salaries. In ils Report of the commissioner f<»r the year 

1905. Washington, Government printing office, 1907. v. 1, p. 217-28. 

SALARIES OF RURAL SCHOOL TEACHKHS. 

Maphis, Charles (1. .V plan for the grading of salaries of rural s<htjol teachers. 
Virginia journal of education, 1: 19 20. Man h 1!K)S. 

MINIMUM SALARIES. 

Blakeslev, (>. J. Teachers' salaries and qualifications. Wyoming school journal, 
4:158-61, April IdOH. 

.\nswers from cities, to questionnaire. Substitutes' salarie.s, p. \W. 

Bond, Beverley W. The relations of civil service reform to the appointment of 
teachers in the public HchcK)ls. B(j«ton, Publisht*d for the women's auxiliary 
of the Maiwachusettii civil service reform association, 1904. 21 j). (Dcnument 
no. 11) 

Cotton, Fassett A. Teachers' salaries and how affected by the operation of the 
minimum-salary law. In National iKJucation association. Journal of pr(X*eed- 
ings and addresses, 1907. [Chicago, Illinois, University of Chicago press] 1907. 
p. 132-41. 

Besides statement of the Indiana law and its workings, similar laws in Pcnnsylvsoila and West 
Virginia are discussed. 

Dougherty, W. F. Minimum salaries for city superintendents in various sized towns 
in I'exas. Texas school magazine, 10: 5-8, January 1908. 

Howell, H. Hudd. Report of special committee [New Jersey state teachers' associa- 
tion] on teachers' salaries and tenure of otfice. In New Jersey. State teachers' 
ass4X*iation. Annual report and proceedings, 1903. p. 2t)4-81. 

States having minimum salary law, p. 2«'i()-<i8; statistics, p. 275-81. 

53 



54 THE TEACHING STAFF OF SECONDARY SCHOOLS. 

Illinois. Educational commission. Tentative recommendations in regard to mini- 
mum salaries for teachers. Springfield, Illinois, Illinois State journal co., 
State printers, 1909. 37 p. 8°. (Its Bulletin no. 7) 

Bibliography, p. 37. 

Mardis, S. K. The minimum salary law and state aid for weak school districts. Ohio 
teacher, 28: 533-34, July 1908. 

The Duval law of 1906 given in full. 

[Pennsylvania] Minimum salaries of teachers. Pennsylvania school journal, 56: 44, 
July 1907. 

Saunders, Joseph H. A minimum salary law for teachers. Virginia journal of educa- 
tion, 1: 17-18, 20, January 1908. 

Sies, R. W. Comparative study of minimum salary legislation. Educational review, 
35: 285-99, March 1908. 

Legal regulation of minimum salaries for teachers. Educational review, 35: 

10-21, January 1908. 

SALARIES OF TEACHERS IN THE UNITED STATES. 

Barr, James A. Schedules of salaries in 210 cities. Stockton, California, 1894. 

Schinz, Albert. La lutte entre instituteurs et institutrices en Amerique. La revue, 
74: 456-67, 15 Fevrier, 1908. 

Arkansas. 

Arnold, W. H. The teachers' salary. In Arkansas. Teachers' association. Pro- 
ceedings, 1903. Little Rock, Central printing company, 1904. p. 66-70. 

Fletcher, W. P. Need of increased school revenue. In Arkansas. Teachers' asso- 
ciation. Proceedings, 1904. Little Rock, W. J. Mcllwain, 1905. p. 57-61. 

District of Columbia. 

United States. Congress. Senate. Salaries of teachers . . . District of Columbia; 
report (59th congress, 1st session. Senate Report 3974) 1906. 99 p. 8°. 
To accompany H. R. 18442. 

Washington, D. C. Increased salary for teachers: memorial to Congress from the 
Washington teachers, showing the necessity for increased salaries in the Dis- 
trict of Columbia (U. S. 58th congress, 3d. sess. Senate. Document 88) 1905. 
14 p. 8°. 

Indiana. 

Indiana's salary grading. Journal of education, 68: 306-307, September 24, 1908. 

Jersey City. 

Chancellor, William Estabrook. Schedule of salaries — Public schools of Jersey City. 
In his Our city schools . . . Boston, D. C. Heath & co., 1908. p. 318. 

Maine. 

[Maine. Teachers' association] Committee on teachers' salaries, Report, 1905. 48 p. 
8°. (Maine. Educational department) 

Massachusetts. ■ 

Present salaries of grade teachers in Massachusetts cities. Journal of education, 67 : 77, 
January 16, 1908. 

[Middlesex county, Massachusetts] Report of committee to investigate the conditions 
with respect to salaries of teachers in Middlesex County, Mass. Journal of 
education, 64: 680-82, December 20, 1906. 



LIST OF REFERENCES. 55 

Minnesota. 

Minnesota. Educational association. Committee on teachers' salaries and living 
expenses . . , Report, 1906. [Winona, Minnesota, Jones & Kroegerco., print- 
ers, 1907?] 45 p. 8«. 

Minnesota. Educational asw>ciation. Committee on teachers' salaries. Supple- 
mental report. Iti j7,'* Journal of proceedings and addresses, 1908. [St. raul, 
Minn., Syndicate printing company] p. 45-48. 

Missouri. 

Storms, J. W. Teachers' salaries — Their gradation in smaller cities. In Missouri. 
State t<*achers' association. OtHcial pnK'cedings and addresses, 1907. Don- 
iphan, Prosjject-Ni'ws printing company printers, 1908. p. 96-102. 
Statistics. 

New York(StaU). 

Draper, Anflrow Sloan. The teachinij in the high schtHjl.**. In [Xew York] Associ- 
ated u<'ad«'mir principals. PnKcedings, 190f). Albany, New York state edu- 
cation department, 1907. p. 42-51. 
Statistics, rp-t-lassiflcation of teachers by qualiflcation.s, and .salari<^. Reprinted. 

McAndrew. William. Educational efficiencies, salaries, and cost of living. In New 
York. State teachers' ass(X'iation. Proceedings, IfKMJ. p. 12-21. 
Statistical. 

New YorkiCUy). 

Palmer. \. Emerson. Salary- schedules. In hui The New York public school. New 
York, Mucmillan company, 1905. p. 403-18 (ApjK-ndix v) 
Section (>4 of the By-laws of the Board of education. 

Ohio. 

Ohio. Teachers' association. Commission on salaries and cost of living. Report 
(1908?) 

Philadelphia. 

[Philatlelphia] Conference on teachers' salaries. Report of the proceedings, 1903. 
[Philadelphia] Philadelphia teachers' ass4X?iation, 1903. 64 p. 8". 

SeattU. 

Seattle salary schedule. Journal o/ education, 67: 543-44, May 14, 1908. 

Tejcas. 

Green, Charles C. Some things that Texas teachers must do to receive higher salaries. 
Texas school journal, 25: 15-19. February 1908. 

IVrmon/. 

Vermont. Superintendent of education. Teachers' salaries, /n Aw Vermont schtwl 
report, 1JK)8. St. Albans. Vt., St. Albans Messenger company print, 1908. 
p. 45-47. 
statistics. 

SALARIE.S OF WOMEN TE.VCHERS. 

.\.><sociation of men teachers and principals for the city of New York. The grounds 
of oppt)sition to the White bill. 48 p. 

Senate bill 1218, 1907. Vetoed by Govemor Huphes. 5^^ Educational review, September 
1907, p. 211-13. Bin, for salary increase for women-teachers, re-introduced, 1908, again fails of 
passage. 

Connecticut. State teachers' association. Women teachers' salaries. Journal of 
education, 68: 566-67, November 26, 1908. 



56 THE TEACHING STAFF OF SECONDARY SCHOOLS. 

How a school mistress may live upon seventy pounds a year. London, 1887. 19 p. 8°. 

Salary of the college woman. Independent, 65: 88-92, Jiine 9, 1908. 

Statistics of salaries paid to assistant mistresses in high schools. London, 1891. 
16 p. 8°. 

Tanner, Amy Eliza. The salaries of women teachers in institutions of collegiate rank. 
Association of collegiate alumnae. Special bulletin. Series 3, no. 15, p. 20-24, 
November 1907. 

SALARIES OF TEACHERS IN COLLEGES AND UNIVERSITIES. 

Carnegie foundation for the advancement of teaching. Organization and classification 
of colleges and universities in the United States and Canada. In its Bulletin 
no. 2, May 1908. New York city. p. 1-47. 

Tables of statistics. 

Carpenter, William Henry. Financial status of the professor in America and Ger- 
many. Educational review, 36: 325-41, November 1908. 

Foulk, C. W., and Earhart, R. F. State university salaries. Popular science 
monthly, 67: 423-34, September 1905. 

Hutchins, H. B. Should men bearing the same title in any institution receive the 
same pay. In Association of American universities. Journal of proceedings 
and addresses, 1906. [Chicago, University of Chicago press] 1907. p. 92-99. 

National association of State universities. Committee report upon the application 
of the Association of State universities for recognition by the Carnegie Founda- 
tion for the advancement of teaching. In its Transactions and proceedings, 
1907. Bangor, Maine, Bangor co-operative printing CO. p. 214-43, (Special 
session, January 22-23, 1908) 

Stillman, John Maxson. Relations of salary to title in American universities. In 
Association of American universities. Journal of proceedings and addresses, 
1906. [Chicago, 111., University of Chicago press] 1907. p. 72-91. 

" A minimum and maximum salary should be established for each title, a man being advanced, 
now within his title, now from one title to another, as he shall merit." 

SALARIES OF TEACHERS IN FOREIGN COUNTRIES. 

Friedel, V. H. Traitements des instituteur et des institutrices a I'etranger. Paris, 
1903. 224 p. 12«. 

France. 

Fortemps, J., and LeVeilleur. Legislation financiere de I'instruction primaire pu- 
blique: traitements et indemnites du personnel . . . Paris, A. Colin, 1906. 
160 p. 8°. [Bibliotheque des maitres] 

London. Board of education [Salaries of teachers] In its The education and train- 
ing of the French primary school teacher. London, Wyman and sons, 1907. 
p. 133-41. (Special reports on educational subjects, v. 18) 

Germany. 

Salaries of teachers in German schools. American educational review, 30: 19-20, 
October 1908. 

After 29 years' service the German man teacher receives, maximum salary, S985. The German 
woman teacher, $737.80. 

Great Britain. 

Great Britain. Board of education The elementary school teachers (Superannuation) 
Oct. 1898 . . . London, Wyman & sons, 1908. 32 p. 8«. 

Hungary. 

Hungary. Royal Hungarian ministry of religion and public instruction. Employ- 
ment of teachers in secondary schools and their salaries. In its Education 
in Hungary. Budapest, Victor Hornyanszky, 1908. p. 159-60. 



LIST OF REFKRENCES. 57 

Italy. 

Cifarelli, Tonima><o. Come le Statu italiano pa^a i suoi funzionari (la media degli 
stipend! de^,'li inHej^nantidelle scuole . . .) Bologmi, Stn-ieta coop, tip, 
Azzoguidi, 1903. 34 p. S°. 

Legge portanti disj)osizioni supli stipend! e sulla camera del per.>*onale delle stnole 
nunlie f^overnatire, 8 aprile PKXi, n. 142. Xapoli, K. rietrocola . . . li)07. 
}() J) 12°. (Biblioteca legale, n. 077) 

New Zealand. 

New Zealand. Kducation department. Colonial s<'ale of staff and salarie.s [Wel- 
lington, J. Mackay, government printer, 19tX)J G p. F°. 

Spain. 

Calleja y Fernandez, Saturnino. (Li.<ta ile varios prole.-^ore.s d quienes se le.s adeudan 
eautidade.s por «'T (lr>t*nipeno de.^ii mini.sterio . . J [Ma<lritl, ISIKJJ (13 p. 8°. 



INDEX. 



A. 

Amount of rducatlon ifix)rtc<l, pirors In, 10. 
B. 

Blank, sixvial Inquiry, Bureau of Education, 8; al- 

tematlvo fonn, 9. 
Boston, n-latlon of lonjjth of exijerionce to salary, 

men teachers In public Ui^h schools, 27; women 

teachers, Jk. 
Brown, Klnier Kllsworth, letter of transmittal, 5. 
Bureau of Kducatlon, letter and form used, 11, 12; 

alternative funii, 9; s|M<<-ial-in(]uiry blank, 8. 



C. 



ralifomlu, r< : 
and of edii' 

CI. 



of experience 
i teachen, 51 ; 

tice to salary, 
1^. 2M; women 



I>. 



Data, nature of. and sources of error, 7. 



Education, errors In the amount reported. 10; of 
teachers in private Mvondory schooLs, extent be- 
yond the elementary sr-hool. 19, 23; of teachers in 
public s»-<'ondurv vIkkjLs, H, 23; r(>lation to 
amount of ' ■ 

Error, in ai itlon rei>orte<l, 10; In 

length of e\, . ried, 12; sources of, and 

nature of data, 7. 

Experience, relation of lenf^th of, to amount of sal- 
ary, 2;.. 29. 32. 33, 34. S-'i, 36. 37, 38, 39; errors In re- 
ports as to len^rth of, 12. 

r. 

Form, with letter, used by Bureau of Education, 
11, 12. 



Oeorria. relaf- 
and of «><lu 
ers. 49; woi 



— nee 
h- 



I. 



m«'n !• 
ofanio . 

hi^'h-s< 1kk>1 woiiu n {■ 
Influemv of length of ■ 
t4'a«hinp. '2.': on salary 
26; on salary of men 



iiip 
lie 



• . on efTlciency In 

I pnsjite school teachiTs. 

tiiuhers in pnl'lie high 
schools in New York City. Boston. St. Louis, and 
Cleveland. 27, 2>; on salary of women t<'achers in 
public high schools in Boston, iSt. Louis, and 
Cleveland. 29. 
Introduction. 7. 



I>>tter and fonn of inquiry used by Bureau of Edu- 
cation. 1 1. 12. 
I>'tterof transmittal. Elmer Ellsworth Brow-n, 5. 



Illinois, relation of ."Salary to length of experience in 
tea<*hing ami extent of education, men teachers, 
43; men tetu-hers in public high schools. 44. 45. 46; 
women teju'hers, 44; women temhers in public 

h. ' N. 4«1. 47. 4K. 

In'i ion of exjK'rience to amount of .salary 

in ■■ . " ■" - ....1.1... >,..,.. ..i-ool 



M. 

Massachusetts (excluding Boston), relation of ex- 
perienw to amount of salary in certain special 
community groups, public high-school men 
teachers, 34; public high-school women teachers, 
3.5. • 

Men ' ' ■ ■'- and women teachers in public high 

s« • pared, with resix'ct to salaries, 21; 

wi i\ to amount of education. 21; with 

respect to length of experience, 22. 

N. 

Nature of datn " ' " - ' " r. 7. 

New York (r . of exp«»rrence to 

salary. Ill- II , igh schools. 27; in 

certain iumunity gruups in the suburbs, 

public ,. . >! men t«''achers, 32; public high- 

school wouieu teachers, 33. 

O. 

Ohio rol iti.in .,f •Hilary to length of erperi«ice in 
te ent of e<lu«-ation. men teachers, 

4.(. in public high .schools, 44, 4.'). 46; 

womou LcacIlC^.^, 44; women teachers in public 
hi^ schools, 44), 47, 48. 

P. 

Pulilic and private se<t»ndary s«hool-teia<'hers, com- 
pared, 23; relative fre<{uencies of dilTerent salaries 
in same localities, 24. 

R. 

References on teiu-hers' solar- ' • f .Vl. 

Relation of length of ex|)eri' hication to 

amount of .suJar\', In certa ^ i-ommunity 

groups, 29; in Ohio, Illinois, Wi.-H-onstn, Georgia, 
Texas. California, 39. 



St. Ix)uis, relation of length of experience to salary, 
men Te-»rhers in public high schools, 27; women 

te 

Sail tiers, in private secondary schools, 18; 

In •■ ' — ' ' "' ••!' public and 

pr 1. 2.'}; list of 

re:. . n coinpare<J, 

20; relation tu length uf ex(ierieiii-e in teaching, 
2.V 2P: relrtfion to jpneth of experience and length 
ofi ' Illinois, Wisconsin, (Jeurgia, 

'1 - W. 

Schi..' - ..... .)f private .secondary, 18, 19, 

20; teaching statf of public secondary, 13, 14, 15, 
16, 17. 

Secondary school-teachers, public And private com- 
pare<j. il, IM. 

Summary, tabular, 22, 23. 

T. 

Tabular summary of relative frequencies, of differ- 
ent annual salaries of secondary school-teachers, 
22; ofditTerent amounts of e<Jucation of secondary 
8chool-t«a<hers. 2.'i; ofditTerent amounts of experi- 
ence in teaching of se<'ondary school-teachers, 
23. 

Teachers, men. H, 15, Ifi. 18. 19. 20. 21. 22, 23, 24, 27, 
28, 32, 34. 3t., SS, 43. 44, 45, 46, 49, 50, 51 ; women, 14, 
15, 17, IS. 19, 20, 21, 22, 23, 24, 28, 29, 33, 35, 38, 39. 44, 
46, 47, 4x, 49, 50, 51 , 52; men and women compared, 
21. -22. -23. 24. 

69 



60 



INDEX. 



Teachers' salaries, in private secondary schools, 18; 
in public secondary schools, 13; in public and 
private secondary schools compared, 23; list of 
references on, 53; of men and women compared, 
20; relation to length of experience in teaching, 
25, 29; relation to length of experience and length of 
education in Ohio, Illinois, Wisconsin, Georgia, 
Texas, and California, 39. 

Teaching, influence of length of experience on ef- 
ficiency in, 25, 26, 27, 28, 29. 

Teaching staff of private secondary schools, relative 
frequencies of different annual salaries of men 
teachers In, 18; relative frequencies of different 
amiual salaries of women teachers in, 18; relative 
frequencies of different amounts of education of 
men teachers in, 19; relative frequencies of dif- 
ferent amounts of education of women teachers 
in, 19; relative frequencies of different amounts 
of experience in teaching of men teachers in, 
20; relative frequencies of different amounts 
of experience in teaching of women teachers in, 
20. 



Teaching staff of public secondary schools, relative 
frequencies of different annual salaries of men 
teachers in, 14; relative frequencies of different 
annual salaries of women teachers in, 14; relative 
frequencies of different amounts of education of 
men teachers in, 15; relative frequencies of dif- 
ferent amounts of education of women teachers 
in, 15; relative frequencies of different amounts of 
experience in teaching of men teachers in, 16; 
relative frequencies of different amounts of ex- 
perience in teaching of women teachers in, 17. 

Texas, relation of salary to length of experience and 
of education, men public high-school teachers, 
49, 50; women public high-school teachers, 50, 51. 

W. 

Wisconsin, relation of salary to length of experience 
in teaching and extent of education, men teachers, 
43; men teachers in public high-schools, 44, 45, 46; 
women teachers, 44; women teachers in public 
high-schools, 46, 47, 48. 



o 



LE '09 



^^x ^ 



<-#« 



^-■■■■y 








